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THE  ST.  NICHOLAS  FLAG 


THE  STAR-SPANGLED  BANNER 


It  is  not  a painted  rag ; it  is  a whole  national  history. — Beecher. 

The  St.  Nicholas  flag  will  suggest  many  interesting  exercises.  If  possible  a large 
flag  should  be  procured j at  least,  place  the  outlines  of  one  upon  the  black-board, 
coloring  while  studying. 

With  primary  pupils  give  a few  leading  facts  connected  with  the  history  of  the 
colony  represented  by  the  first  stripe  and,  when  they  can  state  them,  color  the  stripe 
with  crayon:  then  take  the  second,  continuing  until  pupils  can  give  the  facts  of  all 
the  colonies  represented  by  the  stripes. 

A flag  might  also  be  made  upon  heavy  cardboard  or  pasteboard  and  the  stripes  cut 
out.  Then  have  a flag-building  exercise,  letting  pupil  take  a stripe,  tell  what  he 
can  concerning  the  colony,  and  place  it  in  its  proper  order.  Whatever  method  is 
used,  study  the  work  in  connection  with  the  large  United  States  map. 

Use  also  pictures,  history  stories,  patriotic  poems  and  songs.  Many  incidents, 
catch-words,  and  associative  facts  will  help  pupils  to  remember  the  order  of  the 
“star-states.”  For  example,  Vermont,  the  -first  “star-state;”  Kentucky  and  Tennessee 
the  “neighbor  states.” 

Take  next  the  six  “see-saw”  states,  first  a northern,  then  a southern.  Explain 
the  jealousy  of  the  north  and  south,  how  they  were  like  selfish  children,  each  afraid 
the  others  wouid  get  the  advantage.  Associate  with  Maine,  the  “Pine  Tree  State,” 
the  thought  of  lumber  for  the  many  buildings  necessary  in  the  growing  country;  with 
Missouri,  the  slavery  question  and  Missouri  compromise;  with  Michigan,  the  “home 
state”  idea;  with  California,  the  “Golden  State,”  the  discovery  of  gold  and  consequent, 
excitement,  contrasting  with  the  Klondike  of  today;  with  Kansas,  the  central  location,, 
giving  an  idea  of  the  vastness  of  our  country. 

Finally,  let  every  lesson  teach  that  for  which  the  flag  stands.  Emphasize  the 
growth,  or  rather  the  growing  together,  of  the  colonies  and  territories  up  to  the  present 
complete  union.  Then  teach  our  “E  pluribus  unum”  and  its  significance. 

’Tis  the  star-spangled  banner!  Oh,  long  may  it  wave 
O’er  the  land  of  the  free  and  the  home  of  the  brave ! 

— Francis  Scott  Key. 

(The  St.  Nicholas  flag,  26%  by  17%  inches,  can  be  procured  for  ten  cents  of  the  Century 
Tublishing  Co.,  New  York.) 


“RELIGION,  MORALITY,  AND  KNOWLEDGE  BEING  NECESSARY  TO  GOOD 
GOVERNMENT  AND  THE  HAPPINESS  OF  MANKIND,  SCHOOLS  AND  THE 
MEANS  OF  EDUCATION  SHALL  FOREVER  BE  ENCOURAGED.” — Ordinance 


Of  1787. 


PREP' ACE 


About  twelve  years  ago  the  State  Association  of  county  secretaries  (commissioners 
of  schools)  appointed  a committee  of  five  of  its  members  to  prepare  a “State  Manual 
and  Course  of  Study”  for  the  use  of  the  rural  schools  of  the  State.  The  main  pur- 
pose of  the  work  was  to  provide  a plan  that  could  be  followed  in  all  the  schools  of  the 
State,  aiding  teachers  and  school  officers  in  becoming  a part  of  a system  and  encourag- 
ing pupils  to  perform  a definite  amount  of  work  before  leaving  the  district  school. 
The  persons  appointed  on  the  committee  were  five  of  the  most  efficient  of  the  secre- 
taries of  the  State  as  follows:  Orr  Schurtz,  Eaton  county;  C.  L.  Bemis,  Ionia  county; 

It.  A.  Culver,  Calhoun  county;  Ashley  Clapp,  Kalamazoo  county,  and  P.  M.  Brown, 
Mecosta  county. 

The  State  Manual  and  Course  of  Study  prepared  by  this  committee  was  so  well  re- 
ceived that  three  editions  were  exhausted  in  less  than  eight  years,  5,844  schools  being 
reported  as  using  it  in  1896. 

In  1897  the  new  Manual  and  Course  of  Study  was  issued,  an  edition  of  30,000  being 
printed.  In  the  preface  of  that  edition  the  following  reasons  for  making  the  “new” 
Manual  were  given: 

“First — The  interest  taken  in  rural  schools  by  leading  educators  has  developed 
advanced  ideas  concerning  their  scope  and  management. 

Second — The  average  district  school  teacher  has  reached  a point  where  he,  too, 
stands  upon  the  area  of  advanced  ideas,  and  demands  their  incorporation  into  every 
educational  line.  While  we  should  not  be  in  too  great  haste  to  discard  the  old  and 
embrace  the  new,  the  inspiration  born  of  new  ideas  oftentimes  compensates  for  the 
errors  which  they  may  contain,  but  which  use  may  eliminate. 

Third — We  may  be  pardoned  for  acknowledging  a desire  to  keep  Michigan  in  the 
van  of  educational  progress;  and,  believing  firmly  in  the  new  education,  we  have 
made  such  changes  as  we  think  will  be  accepted  and  applied  by  the  mass  of  our 
teachers. 

Fourth — The  legislature  of  1897,  desiring  to  bring  the  State  Agricultural  College 
into  closer  touch  with  the  schools  of  the  State,  enacted  a law  providing  for  an 


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STATE  MANUAL  AND  COURSE  OF  STUDY 


AGRICULTURAL  COLLEGE  COURSE 
which  law  is  quoted  in  full  as  follows: 

The  Superintendent  of  Public  Instruction  shall  prepare  for  district  schools  a course  of 
study,  comprising  the  branches  now  required  for  third  grade  certificates,  which  shall  be 
known  and  designated  “The  Agricultural  College  course,”  and  upon  the  satisfactory  com- 
pletion of  this  course  of  study,  as  evidenced  by  a diploma  or  certificate  duly  signed  by  the 
county  commissioner  of  schools,  pupils  shall  be  admitted  to  the  freshmen  class  of  the  Agri- 
cultural College  without  further  examination.  It  shall  be  the  duty  of  the  secretary  of  the 
Agricultural  College  each  year  to  send  to  each  rural  school  district  in  the  State  a college 
catalogue,  and  upon  application  to  furnish  to  such  schools  such  other  information  as  may 
be  desired  relative  to  said  college.  Such  catalogue  and  other  information  shall  be  kept  in 
each  school  for  reference.” 

We  hold  to  these  views,  and  in  the  issue  of  this  second  edition  a few  changes  only 
have  been  thought  advisable. 

While  this  Manual  is  primarily  designed  for  the  purposes  heretofore  enumerated, 
it  also,  with  the  ninth  and  tenth  grades  of  the  village  schools,  as  I believe,  fully  meets 
the  requirements  of  this  law  providing  for  the  admission  of  students  to  the  College. 

In  conclusion  I desire  to  give  full  credit  for  the  preparation  of  this  Manual  to  my 
very  efficient  chief  clerk,  Mr.  A.  Hamlin  Smith.  His  many  years  of  experience  in 
various  lines  of  school  work,  his  ability  and  devotion  to  the  cause  of  education,  entitle 
him  to  this  consideration. 

That  this  Manual  contains  no  errors  is  scarcely  to  be  expected;  but  we  offer  it  in 
the  belief  that  the  earnest,  progressive  teachers  of  our  rural  districts  will  be  seekers 
after  the  helpful  features  rather  than  the  opportunity  to  criticise. 

With  an  abiding  faith  in  our  public  schools  and  an  earnest  desire  to  promote  their 
greatest  good,  I am, 

Very  sincerely  yours, 

DELOS  FALL, 

Superintendent  of  Public  Instruction. 


INTRO DUCT I ON 


This  Manual  has  been  prepared  with  one  great  object  in  view — to  enable  the 
children  of  the  district  schools  to  follow  from  term  to  term  and  year  to  year  .a  plain, 
simple^  progressive  line  of  study  that  shall  give  them  in  the  end  a good,  common 
school  education.  Its  constant  aim  throughout  is: 

First — To  introduce  nothing  that  should  not  be  taught  in  the  schools. 

Second — To  make  the  classification  as  simple  as  possible — easy  for  the  teacher  to 
understand  and  follow,  and  such  as  shall  lighten  his  labors. 

Third — To  regulate  the  steps  from  grade  to  grade  so  that  pupils  shall  be  interested 
and  kept  in  school,  encouraged  and  credited  for  work  done,  and  the  usual  waste  of 
time  and  aimless  work  resulting  from  frequent  change  of  teachers  be  reduced  to  a 
minimum. 

Fourth — To  put  all  the  school  work  of  the  State  on  one  common  plan,  so  that 
methods  used  in  teaching  the  various  branches,  amount  of  work  accomplished,  the 
system  of  reports,  records,  etc.,  may  be  the  same. 

Fifth — To  make  the  work  of  supervision  stronger  and  more  effective,  and  to  enlist 
the  interest  and  sympathy  of  parents  and  school  officers  by  making  them  better 
acquainted  with  what  the  schools  are  endeavoring  to  accomplish  for  their  children. 


METHODS. 

The  term  method  is  a much  abused  word.  The  true  teacher  “sees  the  end  from 
the  beginning”  and  the  pathway  to  it,  then  plans  definite  means  to  reach  this  end 
along  the  line  of  the  least  resistance.  His  every  act  has  a purpose,  clear  and  intelli- 
gent, directed  toward  this  end.  These  acts,  in  the  aggregate,  constitute  his  method. 

Disconnected  devices,  no  matter  how  helpful,  do  not  constitute  a method.  It  is  a 
systematic  application  of  connected  plans  that  succeeds,  whether  in  school,  business, 
or  professional  life. 

While  this  Manual  is  not  a book  of  methods,  some  effort  has  been  made  to  give 

methods  along  a few  lines.  In  general  these  are  designed  to  be  suggestive.  Ther 

primary  work  in  reading,  numbers,  language,  and  geography,  however,  is  more  than 
suggestive  and  well  worth  a trial. 

In  every  successful  school,  closely  allied  to  method  in  teaching  is  method  in  study. 

The  greatest  teachers  are  those,  who  not  only  arouse  the  minds  of  their  pupils  and 

create  a thirst  for  knowledge,  but  also  teach  them  how  to  search,  investigate,  and 
know.  Therefore  the  teacher  should  know  how  his  pupils  study,  correct  their  faults, 
and  suggest  methods  of  concentrating  the  mind  and  intensifying  mental  concepts. 

The  steps  in  study  are: 

( 1 ) To  select  the  central  points. 

(2)  To  illuminate  them  with  the  imagination. 

(3)  To  associate  them  with  past  knowledge. 


8 


STATE  MANUAL  AND  COURSE  OF  STUDY 


(4)  To  classify  with  each  central  point  its  system  of  lesser  points  that  depend  upon 

and  reflect  its  truth. 

(5)  To  state  them  in  exact  language. 


PLAN  OF  THE  COURSE  OF  STUDY. 

As  individuals  differ  widely  in  character,  ability,  and  attainment,  it  cannot  be 
expected  that  any  system  of  studies  can  be  arranged  suited  to  all.  It  is,  however, 
true  • that  every  human  intellect  feels  its  way  out  from  the  unknown  by  essentially 
the  same  mental  processes,  and  no  matter  what  the  method,  when  a truth  dawns 
upon  the  human  mind  it  always  enters  the  windows  of  the  soul  from  the  same  side 
and  by  the  same  pathway.  It  is  also  a fact  that  no  truth  can  be  taught  in  its  fullness 
until  the  intellect  has  reached  the  proper  development  for  its  reception;  or,  briefly 
stated,  there  is  a natural  and  correlated  order  of  mind  growth. 

A course  of  study  must  recognize  this  truth,  otherwise  it  will  be  a hindrance 
rather  than  a help.  Furthermore,  while  the  correlation  of  subjects  and  degree  of 
mental  acumen  should  be  kept  constantly  in  mind,  no  teacher  is  expected  to  fit  each 
and  every  pupil  into  an  inflexible  grade.  The  grades  are  made  for  the  pupil,  not 
the  pupil  for  the  grades.  The  just  teacher  places  the  pupil  in  the  classes  for  which 
he  is  best  adapted,  even  though  he  may  by  this  means  be  found  in  more  than  one 
grade. 

It  may  be  proper  to  say  here  a few  words  concerning  “grades.”  The  word  as 
used  here-in,  covers  the  average  school  period  of  nine  consecutive  months.  But 
as  long  as  there  exists  such  a diversity  among  school  districts  in  length  of  school 
years,  it  will  be  impossible  to  have  a grade  mean  a year  of  work.  The  word,  there- 
fore, should  signify  a certain  period  of  school  life,  and  the  subjects  indicated  in  that 
period  be  taught  together,  whether  it  takes  one  or  two  school  years. 

Classification:— 

Have  a temporary  classification  for  the  first  few  days  of  school.  Spend  much  time 
during  this  period  in  testing  each  pupil,  studying  his  character,  attainments,  mental 
ability,  etc.  Classify  together  the  pupils  who  seem  to  have  ability  for  about  the 
same  amount  of  work,  placing  their  work  in  each  study  as  near  as  possible  in  accord- 
ance with  the  Manual.  This  will  bring  the  work  of  some  pupils  in  different  grades. 
In  such  cases  classify  the  pupil  in  the  grade  in  which  the  greater  part  of  his  work  is 
found,  and  encourage  him  to  put  forth  an  extra  effort  upon  those  branches  in  which 
he  is  deficient,  that  his  work  may  be  made  to  harmonize  with  the  course  of  study. 

Monthly  Tests:— 

There  should  be  written  tests  each  month.  These  should  be  brief  and  scattered 
through  an  entire  week,  pupils  taking  one  branch  each  day  and  reciting  in  the  other 
branches  as  usual;  for  instance, 

Monday  ---------  Arithmetic. 

Tuesday  --------  Geography. 

Wednesday  -------  Language  and  Grammar. 

Thursday  -------  History  and  Spelling,  etc. 

These  tests  should  consist  of  five  or  ten  questions  that  can  be  answered  in  the  reci- 
tation hour  or  at  the  most  in  thirty  minutes.  Standings  from  them  should  be  marked 
upon  the  pupils’  work  before  returning  the  same,  and  a record  made  from  which  the 
average  for  the  term  or  year  can  be  readily  found. 

Examinations: — 

There  should  be  regular  examinations  bv  the  school  commissioner,  by  means  of 
which  he  may  judge  whether  the  course  of  study  is  followed  and  whether  teachers 
are  doing  satisfactory  work.  Without  these  examinations  at  regular  intervals,  some 
teachers  will  give  the  course  either  a half-hearted  support  or  none  at  all.  Then, 
also,  the  knowledge  on  the  part  of  the  pupils  that  they  are  to  be  tested  on  the  work 
here  planned,  will  interest  them  in  it  and  make  gradation  popular. 


INTRODUCTION 


9 


It  is  therefore  recommended  that  just  before  the  close  of  each  term  commissioners 
prepare  sets  of  test  questions  covering  the  work  that  should  have  been-  done  by  each 
grade  during  the  term,  place  them  in  a sealed  envelope,  put  this  inside  a larger  one 
and  mail  to  each  teacher,  with  directions  not  to  open  the  envelope  containing  ques- 
tions until  the  day  of  examination. 

Upon  the  day  of  examination,  let  the  pupils  choose  three  of  their  number  to  open 
the  sealed  envelope  and  sign  their  names  to  the  blank  found  with  the  questions, 
which  states  that  they  have  not  been  opened  or  tampered  with.  When  the  exami- 
nations are  completed  the  teacher  will  mark  them,  after  which  the  papers  pf  each 
grade  are  to  be  securely  fastened  together  and  all  kept  in  the  teacher’s  desk  for  the 
commissioner’s  inspection.  All  standings  are  also  to  be  entered  upon  the  classifica- 
tion record.  This  is  the  plan  now  in  use  in  several  states.  These  papers,  the  classifi- 
cation record,  and  daily  register  the  commissioner  will  carefully  inspect  while  visiting 
a school;  and  he  should  accept  no  excuses  for  failure  to  have  them  ready  for  him. 
Promotions  might  be  made  from  these  term  examinations. 


SOME  PRINCIPLES  OF  PESTALOZZI. 

1.  Activity  is  the  law  of  childhood;  accustom  the  child  to  do,  educate  the  hand. 

2.  Cultivate  the  faculties  in  their  natural  order ; first  form  the  mind,  then  furnish  it. 

3.  Begin  with  sentences  and  never  tell  a child  what  he  can  discover  for  himself. 

4.  Reduce  the  subject  to  its  elements;  one  difficulty  at  a time  is  enough  for  a child. 

5.  Proceed  step  by  step ; be  thorough. 

6.  Develop  the  idea,  then  give  the  term. 

7.  Proceed  from  the  known  to  the  unknown. 

8.  Synthesis,  then  analysis;  not  the  order  of  the  subject,  but  the  order  of  nature. 

Note. — The  third  principle  must  be  applied  with  discretion  ; a rigid  enforcement  would  dis- 
courage many  pupils. 

Examination  Papers:— 

1.  Place  the  name  of  the  study  as  near  as  possible  in  the  center  of  the  sheet  at  top. 

2.  Write  on  the  paper  so  that  the  red  line  is  always  at  the  left. 

3.  Do  not  write  upon  the  margin  at  the  left  of  the  red  line. 

4.  Number  the  answers  at  center  of  sheet  with  Roman  numerals. 

5.  To  fold  papers,  take  hold,  of  bottom  of  sheet,  fold  over  half,  then  fold  one-half 

again  in  the  same  way.  Write  name  across  one  end  of  paper  thus  folded. 

Government: — 

Closely  allied  to  good  teaching  is  good  school  government.  Indeed  it  is  safe  to  say 
that  the  second  is  a necessary  adjunct  of  the  first.  The  teacher  should  feel  that  con- 
trol lost,  all  is  lost.  While  that  mysterious  property  whereby  one  person  silently 
controls  another  can  be  neither  analyzed  nor  acquired  by  any  principles  of  meta- 
physics, there  are  certain  general  rules  whose  use  will  strengthen  one's  personality, 
and  the  following  are  suggested: 

1.  Train  the  eye  to  steadiness. 

2.  Train  the  nerves  to  inflexibility. 

3.  Bridle  the  tongue. 

4.  Enlarge  your  sympathy  and  cultivate  to  the  full  the  patience  that  grows  in  its 

soil. 

5.  Master  the  subjects  you  teach. 

6.  Keep  pupils  busy. 

7.  Interest  yourself  in  the  pastimes  of  your  pupils,  engaging  in  such  as  you  can. 

8.  Be  prepared  for  the  rainy  day  with  a fund  of  games,  puzzles,  and  tricks. 

9.  Secure  co-operation  of  parents. 

A self -governed  school  should  be  the  ideal  of  every  teacher,  and  all  effort  to  con- 
trol should  aim  at  securing  a democratic  type  of  government.  Pupils  can  often  be 
spurred  to  efforts  of  self-control  by  the  organization  of  the  school  into  a “Council” 
that,  by  majority  vote,  shall  pass  rules  of  conduct  both  on  school  grounds  and  during 
2 


JO 


STATE  MANUAL  AND  COURSE  OF  STUDY 


sessions.  Further  restraint  can  be  added,  by  having  a “Daily  Chronicle,”  “Visitors 
Book,”  or  school  “Log-Book”  in  which  every  event  of  importance  is  faithfully  entered 
for  the  inspection  of  visitors. 

However,  all  devices  will  fail,  unless  back  of  them  is  a cool,  calculating  head,  a 
watchful  eye,  and  a steady  hand.  The  moment  pupils  think  any  plan  of  work  is  a 
clap-trap  for  them,  that  moment  it  is  useless.  But  govern  the  teacher  must;  and  such 
pupils  as  will  not  or  cannot  (there  are  many  such)  exercise  self-control,  must  be 
restrained.  Yet  there  should  be  a marked  distinction  between  occasional  violations 
of  rules,  and  studied,  habitual  disobedience,  as  also  between  simple  infractions  of 
regulations  and  vicious  immoralities. 

Finally,  when  .everything  else  fails,  incorrigible  pupils  should  be  suspended  or 
expelled  for  the  protection  of  the  school. 


SUGGESTIVE  ORDER  OF  WORK  IN  NATURE  STUDY. 

In  nature  study  the  order  of  exercises  should  harmonize  with  the  order  of  Nature. 


September. 

Plants: — 

Compare  growth  of  twigs  on  different  trees — maple,  horse  chestnut,  etc. 

Relation  of  insects  to  leaves — used  as  nests,  for  food,  for  depositories  for  eggs. 
Animals : — 

Migration  of  birds. 

October. 

Plants: — 

Buds  for  next  year’s  growth;  color  of  bark,  growth  of  wood,  hardness  of  bark  and 
wood. 

Leaves, — color,  effect  of  frost. 

Animals : — 

Disappearance  of  birds,  insects,  and  animals. 


November. 


Plants : — 

Thickening  bark,  scales  on  buds,  etc.  Why? 
Animals : — 

Thicker  covering  of  cat,  dog,  and  sheep.  Why? 
(Use  of  wool  and  furs  for  clothing.) 


December. 

Plants : — 

Effect  of  frost  on  plant  life. 

. Animals : — 

Means  of  protection  from  the  cold;  storing  of  food. 


January  ancl  February. 

During  these  months  study  the  effect  of  sudden  changes  of  weather  on  both  animal 
and  plant  life. 


March. 

Plants: — 

Study  changes  of  appearance  in  the  tree,  the  swelling  buds,  and  flowing  sap. 

Note  the  trees  that  soonest  respond  to  the  warm  days,  the  first  blossoms,  etc. 

Animals: — 

Interest  the  pupils  to  note  the  first  appearance  of  returning  birds. 

Prepare  for  later  study  by  procuring  boxes  and  placing  seeds  in  them  for  germina- 
tion and  study. 


INTRODUCTION 


11 


m 


April. 

Plants 

The  farmer — preparation  of  soil  to  receive  seeds  i seeds  sown  during  this  month. 
Continue  study  of  germination. 

Animals : — 

Note  the  appearance  of  moths  and  butterflies,  and  that  animals  shed  their  covering. 
Why? 

May. 

Plants : — 

Leaves — their  growth,  shape,  change  of  color. 

Flowers — buds,  flowers  (color,  perfume,  etc.). 

Animals : — 

Study  of  birds — birds  that  sing,  birds  that  do  not  sing,  birds  of  beautiful  plumage. 
Birds’  nests — eggs  (different  sizes,  colors,  and  shapes). 

Cruelty  of  robbing  birds’  nests. 


June. 

Plants: — 

Parts  of  flowers — calyx,  sepals,  corolla,  petals,  stgmens,  carpel. 
Animals : — 

Birds — care  of  the  young,  providing  food. 

Compare  the  young  of  other  common  animals. 


“Tlie  course  of  study  is  the  measuring  rod,  or  rule,  which  is 
used  to  determine  at  what  point  in  the  eight  years’  work  in  the 
elementary  course  a pupil’s  work  has  arrived.  It  should  not  be 
used  as  the  Procrustean  bed  on  which  to  stretch  the  work  of  the 


school  in  order  to  secure  uniformity.” — Report  of  Committee  of  Twelve. 


INTRODUCTION 


13 


OUTLINE  OF  THE  COURSE. 


Primary  Division 


f First  year. 


^ Second  year. 


LThird  year. 


( Reading. 

I Spelling. 

-{  Writing. 

I Language. 
iNumbers. 


Reading. 
Spelling. 
Writing. 
Language, 
j Numbers. 

Geography. 

| Drawing. 
l.Nature  Study. 


C Reading. 
Spelling. 
Writing. 
Language. 
Numbers. 

I Physiology. 

Geography. 

| Drawing. 
(^Nature  Study. 


Intermediate  Division, 


Advanced  Division 


f Fourth  year, 


•{  Fifth  year 


LSixth  year. 


f Seventh  year. 


^Eighth  year 


f Reading. 

Spelling. 

Writing. 

Language. 

■i  Arithmetic. 

Physiology. 

Geography. 

I Drawing. 

^Nature  Study  and  Science. 

( Reading. 

Spelling. 

Penmanship. 

] Language. 

Arithmetic. 

Physiology  and  Hygiene. 
Geography. 

Drawing. 

^Nature  Study  and  Science. 


f Reading. 

! Spelling. 

Penmanship. 

Language. 

J Arithmetic. 

Geography. 

State  History  and  Gov’t. 
Physiology  and  Hygiene. 
Drawing. 

[.Nature  Study  and  Science. 


f Reading. 

Spelling. 

Penmanship. 

Grammar. 

Arithmetic, 
j Geography. 

Physiology  and  Hygiene. 
History. 

Civil  Government. 
^Drawing. 

["Reading. 

Orthography. 

Penmanship. 

J Grammar, 
j Arithmetic. 

History. 

| Civil  Government. 

L.  Book-keeping. 


The  above  division  is  made  for  the  rural  school ; it  is  not  intended  to  change  the  ac- 
cepted division  in  graded  schools,  which  makes  the  first  four  grades  primary  and  the 
second  four  grammar. 


14 


STATE  MANUAL  AND  COURSE  OF  STUDY 


THE  DAILY  PROGRAM. 

To  aid  rural  school  teachers  in  arranging  a working  program,  the  following  three- 
division  program  is  given.  In  using  it,  teachers  should  note: 

1.  That  a school  seldom  has  all  the  grades  so  that  the  work  in  some  of  the  divisions 
will  not  usually  be  necessary.  This  will  enable  teachers  to  give  some  divisions  more 
time,  and,  also,  to  have  a general  school  exercise  during  each  day. 

2.  That  beginners  and  first  reader  pupils  should  have  at  least  four  short  reading 
exercises  daily. 

3.  That  often  classes  in  first  and  second  books  on  a subject  may  be  so  adjusted  that 
both  may  study  the  same  topic  and,  for  a few  days  or  possibly  weeks,  recite  together. 
For  example,  fourth  and  fifth  grade  arithmetic  classes  begin  a text-book  at  the  begin- 
ning of  the  year  and  for  a time  could  recite  together;  so,  too,  it  often  happens  that 
two  grades  are  studying  fractions  or  percentage,  or  are  doing  the  same  line  of  work  in 
geography,  grammar  or  physiology.  In  such  cases,  it  is  often  a great  advantage  to 
pupils,  as  well  as  a saving  of  time  for  teachers,  to  have  such  classes  recite  together. 
It  would  be  no  violation  of  good  classification  to  select  topics  with  this  in  view. 

4.  That  the  recitations  in  the  advanced  divisions  can  alternate.  Especially  is  this- 
true  of  eighth  and  ninth  grade  wrok.  Three  recitations  each  week  in  advanced  his- 
tory, geography,  physiology,  civil  government,  and  in  all  the  ninth  grade  subjects  in 
the  rural  school  course  ought  to  be  sufficient  to  do  ail  the  ordinary  work  in  these- 
subjects. 


THREE-DI VISION  PROGRAM  OF  STUDY  AND  RECITATION. 


INTRODUCTION 


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Note.— The  recitation  subjects  are  printed  in  small  capitals.  This  should  be  adjusted  to  suit  the  needs  of  each  school. 


16 


STATE  MANUAL  AND  COURSE  OF  STUDY 


SUMMARY  OF  CLASSIFICATION  HINTS. 


Reading — 

Beginners  and  First  Reader  pupils  read  often  and  briefly. 

Third  and  fourth  grades  use  Third  Reader. 

Fifth  and  sixth  use  Fourth  Reader. 

Seventh  and  eighth  use  Fifth  Reader  or  Classics. 

Writing — 

Use  pen  and  copy-book  from  third  grade  up. 

Geography — 

Elementary  text-book  during  latter  half  fourth  grade,  finishing  in  fifth. 

Advanced  text-book  in  sixth  and  seventh  grades ; half  each  year,  alternating,  hav- 
ing but  one  class.  See  ‘‘Alternation  in  sixth  and  seventh  grades.” 

Arithmetic — 

Elementary  book  may  be  introduced  the  last  term  of  the  third  year,  but  not 
unless  the  other  work  suggested  has  been  given. 

Second  book — 

Fifth  year — Take  to  decimals. 

Sixth  year — Review  fractions  and  finish  denominate  numbers. 

Seventh  year — Percentage  and  applications.  Mental  work. 

Eighth  year — Book  completed.  Mental  work  continued. 

Grammar — 

Elementary  book  or  books  in  fifth  and  sixth  years. 

Advanced  book  in  seventh  and  eighth  years. 

There  should  be  but  one  class  in  the  advanced  book.  See  “Alternation”  as  above. 
Physiology — 

If  elementary  text-book  is  used,  introduce  it  in  the  sixth  grade,  reciting  two  days 
each  week.  Alternate  with  sixth  grade  reading  and  language,  having  four 
recitations  a week  in  each  of  these. 

Advanced  book  completed  in  seventh  grade. 

History — 

Seventh  and  eighth  years,  one  class.  See  “Alternation.” 


COURSE  OF  STUDY. 


FIRST  GRADE. 


Reading — Chart,  first  reader  and  supplemen-  Weiting — With  reading,  spelling,  and  lang- 

tary  reading.  guage. 

Spelling — From  reader.  Language — With  reading  and  spelling. 

Numbers — Combinations  to  ten  with  objects. 

Text-book — Reader. 

Apparatus — Slate,  pencil,  sponge,  rule. 

Correlation. — Let  the  new  words  in  reading  be  used  in  the  language  work  and  in  spelling. 
This  repetition  of  words  deepens  the  impression  and  they  are  thus  more  easily  memorized. 


READING. 

Purpose. — To  gather  thought  from  the  printed  page. 

All  reading  consists  in  forming  ideas  and  thoughts  occasioned  by  the  printed  or 
written  words;  and  the  work  divides  into  primary,  intermediate,  and  advanced  reading. 
The  plan  of  teaching  includes,  first,  preparation  of  the  pupil  by  the  use  of  language 
lessons,  talks  about  familiar  objects,  etc.;  second,  much  practice  in  reading  requiring 
the  formation  of  correct  concepts  by  the  use  of  language.  An  essential  to  good  reading 
is  a clear  understanding  of  what  is  read. 

Preparatory:— 

Before  beginning  in  this  subject,  at  least  two  weeks  should  be  devoted  to  develop- 
ing the  perceptive  faculties  of  pupils.  Many  children  upon  entering  school  have 
little  notion  of  any  formal  way  of  doing  things.  They  now  enter  upon  a new  field, 
and  it  is  the  teacher’s  duty  to  acquaint  the  beginners  with  their  own  abilities. 

When  the  child  enters  school,  he  has  from  four  hundred  to  one  thousand  words  as 
his  spoken  vocabulary  These  words  he  knows  by  sound,  but  the  time  has  now  come 
when  the  eye  should  be  trained  so  that  certain  marks  with  chalk  or  ink  shall  present 
to  his  mind  the  same  concepts  presented  by  the  known  sounds.  In  the  first  years  of 
school  every  effort  of  the  teacher  should  have  in  constant  view  the  education  of  the 
eye,  the  ear,  the  hand.  To  this  end  the  following  exercises  are  suggested: 

For  the  Eye — 

1.  Call  attention  to  some  object  or  picture  in  the  room  and  allow  each  pupil  to  tell 
what  he  sees.  The  following  objects  will  furnish  material  for  many  lessons:  flowers, 
fruit,  clock,  table,  doll,  desk,  stove,  silver  dollar,  etc. 

2.  Call  attention  to  direction,  distance,  location,  color,  form,  size,  and  weight, 
leaving  the  pupil  to  form  his  own  conclusions. 

3 


18 


STATE  MANUAL  AND  COURSE  OF  STUDY 


For  the  Ear — 

1.  Call  upon  the  class  to  listen  to  the  ticking  of  the  clock. 

2.  Make  very  light  strokes  upon  the  desk  and  see  who  can  detect  the  sound. 

3.  Procure  several  different  kinds  of  metal  and  wood;  attach  a string  to  them,  hang 
them  upon  pegs  and  with  a piece  of  dry  wood  tap  them,  letting  the  pupils  detect  the 
different  kinds  of  wood  or  metal. 

4.  Give  short  sentences  for  the  pupils  to  repeat. 

5.  Give  directions  as  to  movement;  right  hand  up,  left  hand  up;  turning  face  to  the 
left,  face  to  the  right;  marching  forward,  backward,  etc. 

For  the  Hand — 

Handling  objects  to  determine  texture,  temperature,  and  whether  they  are  rough 
or  smooth,  hard  or  soft,  rigid  or  flexible.  This  might  be  followed  by  the  use  of  build- 
ing-blocks, paper-folding,  clay-modeling,  etc. 

Suggestion. — In  connection  with  this  work,  the  teacher  should  note  very  care- 
fully and  systematically  each  pupil’s  peculiarities  or  weaknesses.  Note  dullness  of 
hearing  or  seeing,  etc.  Seat  pupils  in  class  and  in  the  room  with  reference  to  this. 
Be  sure  that  defective  pupils  always  hear  what  you  say,  and  see  the  work  upon  the 
blackboards.  Test  by  asking  them  to  repeat  what  you  say  or  to  tell  what  you  have 
before  them.  Many  a bright  pupil  has  been  called  “dull”  because  he  could  not  see 
or  hear  all  that  was  given  by  the  teacher. 

Class  Work:— 

When  the  child  is  free  from  the  embarrassment  of  new  surroundings,  he  should  be 
taught  worrl  s,  and  the  following  plan  is  suggested : 

Suppose  you  wish  to  teach  the  word  orange.  Take  one  to  school,  or  better,  one  for 
each  pupil  in  the  class,  at  first  keeping  them  out  of  sight.  Place  very  carefully  upon 
the  black-boards  a number  of  different  words,  among  which  is  the  word  orange  in  several 
places.  You  are  now  ready  to  call  the  class  and  teach  the  word.  Excite  the  curiosity 
of  pupils  to  know  what  you  have  for  them.  Let  them  see  the  shape  of  object  through 
the  sack,  feel,  and  even  smell  them.  The  more  mysterious  you  can  be  and  the  more 
interest  you  can  excite,  the  better.  When  the  pupils  have  guessed  what  you  have, 
let  them  handle  the  oranges  and  talk  about  them.  With  their  attention  at  a white 
heat,  tell  them  you  have  the  word  orange  upon  the  board,  pointing  it  out. 

Now  begins  the  “hunt”  for  the  other  “oranges.”  They  will,  if  you  have  made 
the  lesson  impressive,  find  every  one.  When  this  is  done,  excuse  the  class  at  once, 
but  call  their  attention  to  the  new  word  frequently  before  they  again  read.  Also  have 
the  word  carefully  written  or  printed  upon  a card  to  hand  to  each  pupil.  These  cards 
might  be  mixed  with  cards  containing  other  words,  very  dissimilar  in  appearance,  and 
the  pupils  be  required  to  find  the  “oranges.”  If  you  have  never  put  printed  cards  into 
the  hands  of  your  pupils,  you  have  missed  one  of  the  greatest  helps  both  to  them  and 
yourself.  The  words  put  upon  the  board  should  be  as  nearly  perfect  as  possible.  With 
poor  writing  or  printing  the  pupils  will  make  slow  progress. 

Teach  in  this  way  two  or  three  common  name-words.  When  they  are  learned 
well,  the  articles  a and  the  should  be  prefixed,  as  an  apple,  an  orange,  a boy,  a*  cat,  the 
dog,  etc.  The  pupils  should  be  taught  to  pronounce  these  groups  as  one  word,  pro- 
nouncing “a-boy”  as  if  it  were  a word  of  two  syllables  like  “about.”  Next  teach 
several  adjectives,  as  a black  dog,  a white  cat,  etc.  When  the  above  words  are  learned 
thoroughly,  a few  short  sentences  should  be  taught ; as  I see,  we  see,  you  see,  etc. 

Teach  also  the  expressions,  I have,  you  have,  he  has,  she  has;  also  pupils’  names  with 
has, — Mary  has,  Henry  has,  etc.  In  teaching  the  names  of  objects  use  the  objects,  if 
possible,  letting  pupils  handle  them  in  various  ways ; e.  g.,  tell  Mary  to  get  what  you 
write  upon  the  board,  writing  “A  red  ball,”  “A  white  doll,”  “A  black  book,”  etc. 

In  teaching  action-words,  suit  the  action  to  the  word.  Write  upon  the  board 
“Tom  jumps,”  “Henry  runs,”  “Mary  sings,”  “Charles  throws,”  etc.,  letting  pupils 
illustrate  with  appropriate  action.  This  will  vitalize  every  word  and  make  what  is 
taught  a living  thing.  Arrange  the  words  taught  into  as  many  different  sentences 
as  possible. 

If,  by  wrestling  with  some  story  or  sentence  containing  a new  word,  the  child  can 
possibly  make  out  the  word,  do  not  teach  it  by  itself,  but  in  the  sentence.  Do  not  go  too 


FIRST  GRADE 


19 


fast;  avoid  getting  on  hand  a large  number  of  partially  learned  words.  Words 
should  be  repeated  often  enough  to  insure  that  a couple  of  days’  disuse  will  not  cause 
their  loss  from  memory. 

Elementary  Sounds:— 

The  foundation  for  drill  upon  sounds  should  be  laid  now,  the  teacher  pronouncing 
words  by  sound  and  requiring  pupils  to  think  them  out  and  pronounce  in  the  ordinary 
way;  but  “spelling  by  sound”  should  not  yet  be  attempted. 

After  the  child  has  learned  from  fifteen  to  twenty  words,  put  the  letter  s upon  the 
board.  Teach  its  sound;  then  pointing  to  this  letter  in  various  words,  let  the  pupil 
give  its  sound  until,  whenever  seen,  the  hissing  sound  comes  to  the  mind.  Then 
annex  it  to  the  word  cat,  letting  the  child  add  the  sound,  making  cats ; erase  and  annex 
until  pupils  instantly  recognize  and  pronounce  the  word  correctly,  either  with  or 
without  s.  Then  use  this  letter  after  other  words  and  also  prefix  it  to  words  already 
taught;  as  at,  s-at ; old,  s-old;  in,  s-in,  etc.  When  s is  thoroughly  learned,  teach  r 
in  the  same  way,  building  r-at,  r-an,  r-ing,  etc.  Continue  teaching  the  sounds  of 
consonants  in  connection  with  reading,  using  them  to  form  new  words  from  those 
already  taught.  Have  daily  exercises  in  sight  reading. 

Many  difficult  sounds  are  easily  taught  by  the  following  plan: 

Call  m the  “mothei -sound”  and  have  pupils  pronounce  the  word  mother  with  you, 
drawing  out  the  m-sound  more  and  more  until  you  “forget  to  say  the  rest  of  the 
word;”  then  tell  pupils  that  m means  that  sound,  and  build  such  words  as  m-at,  m-an, 
m-old,  etc.  Teach  f as  the  “father-sound.”  Also  practice  dropping  letters,  as  m 
from  man,  b from  bat,  f from  fan,  letting  pupils  determine  what  the  word  is  that 
remains.  When  the  sound  of  a letter  has  been  taught,  drill  upon  the  same  until 
seeing  the  letter  instantly  suggests  its  sound,  and  use  the  letter  in  forming  a number 
of  words  before  trying  to  teach  another  sound.  Each  new  word  formed  should  be 
used  in  sentences  until  the  eye  knows  it  instantly. 

As  soon  as  the  required  number  of  words  has  been  taught  in  this  way  and  read  by 
pupils  from  chart  or  from  words  made  on  the  board  by  the  teacher,  the  child  should 
take  the  book.  If  he  has  been  properly  taught  from  the  chart  and  board,  he  is  now 
able  to  read  several  pages  of  the  reader  at  sight.  From  the  start  try  to  have  him 
get  a mental  picture  of  what  he  reads.  Individual  faults  should  be  carefully  observed 
by  teacher,  such  as  faulty  pronunciation,  articulation,  enunciation,  and  qualities  of  the 
voice. 


SUGGESTIVE  OUTLINE. 


Words  for  First  Month:— 

Teach  in  order  given  the  following:  A boy,  I see,  I see  a boy;  a man,  the  man,  a cat, 

a cow,  a dog,  a hen,  the  doll,  the  hat,  the  egg;  and,  white,  black — use  all  these  with  I 
see  and  tfee. 

Words  for  Second  Month:— 

I have,  The  boy  has,  Is,  man,  book,  books,  little,  big,  ran,  men,  wood,  yes,  no,  play, 
ride,  ear,  nose,  eyes,  he,  she,  fish,  water — use  all  these  with  I have,  The  boy  has,  and 
questions  beginning  with  Is. 

Build  by  sound  from  the  base-word,  first  teaching  base-word,  then  sound  of  the 
building  letter,  lastly  prefixing  building  letter  to  base- word: — 

From  the  base-word  at,  build  c-at,  r-at,  m-at,  f-at. 

From  base-word  it,  build  h-it,  m-it,  s-it,  f-it. 

From  base-word  old,  build  s-old,  f-old,  m-old,  h-old,  c-old,  t-old,  g-old. 

(Use  these  words  many  times  with  the  verbs  taught.) 

Words  for  Third  Month: — 

Teach  sounds  of  ch  (sneezing  sound),  sh  (keep-still  sound),  c (hard  sound),  p 
(puffing  sound),  w (as  oo)  ; then  build  cat-ch,  mat-ch,  pat-ch,  ch-at,  ch-ap,  ch-ip,  sh-ip, 

di-sh,  wi-sh,  fi-sh. 

Teach  all  and  ear,  using  them  in  sentences;  then  build  w-all,  t-all,  f-all,  b-all,  f-ear,. 
t-ear.  h-ear,  using  in  sentences  until  the  eye  knows  them  readily. 


20 


STATE  MANUAL  AND  COURSE  OF  STUDY 


Teach  this,  that,  bad,  good,  tree,  leaves,  apple,  school,  teacher,  scholar,  one,  two, 
three,  where,  squirrel,  mouth,  right,  left,  smell,  jump,  and  such  other  wurds  as  chil- 
dred  are  accustomed  to  use. 

Things  to  he  Noted: — 

1.  Choose  only  such  words  as  the  children  are  accustomed  to  use. 

2.  Create  a need  for  every  word  before  teaching  it. 

3.  Always  teach  the  and  an  in  connection  with  other  words. 

4.  Remember  that  beginners  more  easily  learn  such  words  as  are  quite  dissimilar 

in  appearance. 

5.  Keep  a complete  list  of  all  words  taught. 

6.  Use  only  one  form  of  capital  and  small  letter. 

7.  Ask  pupil  to  read  a sentence  silently;  then  (looking  at  you)  to  tell  what  it  is. 

8.  Insist  from  the  first  sentence  that  a child  shall  read  naturally. 

9.  Teacher  should  not  read  for  pupil,  and  neither  teacher  nor  pupil  should  point 

to  words  while  reading. 

10.  Do  not  allow  pupils  to  interrupt  the  one  reading  with  a correction. 

11.  Make  the  sentence  the  unit  and,  after  the  child  has  learned  one  or  two  verbs, 

incorporate  every  new  word  into  several  sentences,  at  first  using  only  short 
sentences. 

12.  Do  not  ask  beginners  to  study;  they  cannot  study  and  should  have  no  book  until 

they  know  at  least  sixty  words. 

13.  Do  not  try  to  keep  pupils  together  in  their  work. 

Seat  Work:— 

To  aid  the  pupil  in  naming  words  at  sight,  use  sentence  builders — -cards  containing 
the  words  written  or  printed  on  them.  As  soon  as  a word  or  two  can  be  recognized 
at  sight,  the  pupil  should  be  required  to  build  the  sentences,  using  separate  words 
on  bits  of  cardboard.  Continue  building  sentences  in  this  way  until  fifty  or  sixty 
words  have  been  taught.  This  will  take  from  two  to  three  months.  The  words 
should  be  taken  from  the  chart  or  reader  to  be  used,  and  it  will  also  be  found  helpful 
to  lead  the  child  to  build  words  by  sound  and  to  give  him  power  to  pronounce  words 
he  has  never  seen. 

Supplementary  Reading:— 

Several  different  readers  should  be  used  so  that  the  same  selection  may  not  be 
read  until  tiresome.  Let  every  lesson  be  fresh.  Reading  “by  turn”  in  the  class 
is  not  advisable.  Now  is  the  proper  time  for  teaching  such  details  as  position  of 
hands,  standing  erect,  keeping  the  chin  in  proper  position,  etc. 


SPELLING. 

Method. — The  preceding  word-building  should  be  the  foundation  of  spelling,  and 
from  this  point  letters,  as  well  as  sounds,  must  be  thoroughly  taught.  If  pupils  spell 
before  using  a reader,  let  them  spell  by  ear  and  not  by  sight.  After  a reader  is  taken 
up,  they  should  spell  all  the  words  in  each  lesson.  Below  is  a suggestive  outline. 


FIRST  GRADE 


21 


Form  lists  of  words  as  follows 

f bat 
cat 
fat 
hat 

1.  From  at<J  mat 
' pat 
rat 
sat 
tvat 


2. 


( ban 
can 
Dan 
fan 

From  an  <{  man 
pan 
ran 
tan 
l^van 


ffit 
I lit 

3.  From  it 

sit 
1 wit 


bet 

get 

jet 

let 

met 

net 

pet 

set 

wet 

yet 


5.  From  et  <1 


f but 
cut 

nnt 
rut 


Teach  that  final  e lengthens  the  vowel, 

at  - ate 
hat  - bate 
rat  - rate 
fat  - fate 
hat  - hate 
mat-  mate 


as- 


fbin 
din 
fin 

4.  From  in ^ 

sin 
I tin 
twin 

f Ben 
den 
fen 
hen 

From  en  <(  ken 
men 
pen 
ten 
twen 

fbun 
fun 
I gun 

8.  From  un  <!  nun 
pun 
run 
tsun 


ban  - bane 
can  - cane 
fan  - fane 
man-  mane 
pan  - pane 
van  - vane 


Teach  that  two  vowels  together  in  a monosyllable  generally  give  the  long  sound  of 
the  first,  as — 

bet  (e)  beet  met  (e)  meet 

bet  (a)  beat  met  (a)  meat 


den  (e)  deen 

net  (a)  neat 

den  (a)  dean 

set  (a)  seat 

ggestion,  drill  pupils  on  such  words  as  these — 

ail 

fain 

bail 

gain 

fail 

main 

hail 

pain 

jail 

rain 

nail 

die 

pail 

fie 

rail 

hie 

sail 

lie 

tail 

pie 

wail 

tie 

22 


STATE  MANUAL  AND  COURSE  OF  STUDY 


Syllabication:— 

Each  syllable  should  be  spelled  separately  with  sufficient  pause  after  it  (if  not  pro- 
nounced) to  denote  syllabication  without  pronunciation;  but  pronunciation  of  sylla- 
bles is  an  aid  in  teaching  articulation,  and  its  judicious  use  in  lower  grades  is 
recommended. 


WRITING. 

Pupils’  slates  should  be  ruled  on  one  side  about  half  way  down,  as  a copy  book  is 
ruled. 

The  pencil  should  be  long  and  sharp. 

Be  careful  about  the  form  of  letters,  the  movement,  and  the  holding  of  pencil. 

All  written  work  should  be  carefully  inspected  by  the  teacher. 

Very  little  effort  should  be  made  to  teach  writing  in  this  grade. 


LANGUAGE. 

Purpose. — To  teach  correct  expression  in  words. 

Oral  Work:— 

From  the  very  first  induce  the  children  to  talk,  using  full  statements  in  answer  to  all 
questions  in  class  work.  Frame  questions  so  that  pupils  must  use  sentences  in  answer- 
ing. Talk  about  familiar  objects,  things  that  interest  them,  such  as  animals,  trees, 
plants,  games,  etc.  Tell  short,  easy  stories  and  have  pupils  reproduce  them  orally. 
As  soon  as  pupils  begin  to  read  from  the  book,  have  them  tell  in  their  own  words 
what  they  have  read. 

Strive  to  awaken  the  imagination  and  kindle  the  powers  of  observation  and 
thought.  Every  school  exercise  should  be  treated  as  a language  lesson,  so  that  the 
work  in  other  classes  may  not  undo  that  of  the  language  class.  This  is  not,  however, 
to  be  construed  as  advising  continued  criticism,  but  to  emphasize  the  value  of 
securing  exact  language. 

Teach  uses  of  is  and  are,  was  and  were,  have  and  has,  this  and  that,  these  and  those. 
To  test  the  pupils,  write  sentences  with  blanks  for  pupils  to  fill  out.  Have  pupils 
use  is  and  are  in  sentences  with  the  following,  both  singular  and  plural  forms: 

horse  girl  book  pencil 

slate  boy  chair  leaf 

door  knife  man  woman 

Law  of  use  \ Use  is  when  speaking  of  one. 

( Use  are  when  speaking  of  more  than  one. 

For  variation  write  sentences  or  give  them  orally,  using  is  or  are,  and  allow  pupils 
to  change  the  number  form  of  verb,  making  such  other  changes  as  are  necessary. 
Never  place  incorrect  forms  before  small  pupils. 

Written  Work:— 

As  soon  as  pupils  can  write,  have  them  put  all  the  new  words  in  the  reading  lesson 
on  their  slates  each  day. 

Before  leaving  this  grade  each  pupil  should  be  able — 

1.  To  write  his  name  well. 

2.  To  write  his  postoffice  address. 

3.  To  write  the  name  of  his  township,  county,  and  state. 

4.  To  write  the  names  of  familiar  objects. 

5.  To  write  lists  of  words  from  the  reading  lesson. 

6.  To  write  short  sentences  of  from  three  to  six  words. 


FIRST  GRADE 


23 


NUMBERS. 

Purpose. — To  teach  numbers  only  as  applied  to  quantity,  using  all  possible  combi- 
nations and  separations  from  1 to  10. 

Material: — 

Tooth-picks,  splints,  shoe-pegs,  corn,  small  corks,  pasteboard,  counters. 

At  first  no  effort  should  be  made  to  teach  mathematical  facts  and  very  little  to 
teach  symbols.  Let  every  question  be  directed  to  the  use  of  objects  by  the  pupils. 
Ask  no  questions  without  placing  in  the  pupils’  hands  material  for  seeing  the 
answer.  First  teach  counting  of  objects,  beginning  with  what  the  child  knows. 

Grouping’:— 

Before  attempting  combination  or  separation,  teach  pupils  to  recognize  groups  of  ob- 
jects in  twos,  threes,  and  fours.  Thus,  place  two  crayons  in  the  hand  and  ask  how  many. 
Then  three  and  four,  changing  these  rapidly  until  they  can  name  the  number  in  each 
group.  Vary  this  grouping  by  using  different  objects,  holding  up  fingers,  books,  etc.  Con- 
tinue this  exercise  until  pupils  can  recognize  instantly  any  group  of  two,  three,  or  four 
objects.  Do  not  attempt  to  teach  the  child  to  recognize  any  group  composed  of  more  than 
four  objects.  Have  the  children  take  several  objects  and  separate  them  into  groups  of 
two,  three,  and  four.  Teach  pupils  to  measure  each  number  by  all  numbers  within 
itself.  Let  them  make  groups  on  their  slates  as  follows: 


(The  foUr  single  objects  represent  the  number  four.) 

(Here  the  two  groups  represent  the  number  four.) 

(In  this  the  number  four  is  represented  by  one  group 
of  three  objects  and  one  single  object.) 


Then  the  teacher  should  make  pupils’  see  clearly  that  in  each  of  these  three  rows 
there  are  four  caps.  In  the  first  row  there  is  but  one  cap  in  a place;  in  the  second, 
two  in  one  place  (a  group)  ; in  the  third,  three  in  one  place  and  one  in  another. 

Next  lead  them  to  tell  what  they  see  in  these  groups,  thus:  There  are  four  1’s  in 

four;  there  are  two  2’s  in  four;  there  is  one  3 and  a 1 in  four.  Or  two  caps  and 
two  caps  are  four  caps;  three  caps  and  one  cap  are  four  caps;  four  caps  less  two  caps 
are  two  caps ; four  caps  less  one  cap  are  three  caps ; four  caps  less  three  caps  is  one 
<;ap. 

Again,  hold  in  your  hand  two  tooth-picks  or  any  objects.  Ask,  “How  many  tooth- 
picks?” Place  two  more  with  the  first,  keeping  the  two  groups  separate.  “Now 
how  many?”  Pupils  say,  “Four  tooth-picks.”  Then  lead  pupils  to  say,  “Two  tooth- 
picks and  two  tooth-picks  are  four  tooth-picks.”  Place  four  in  the  hand,  asking, 
“How  many?”  Pupils  say,  “Four  tooth-picks.”  Then  take  away  two.  “Now  how 
many?”  Pupils  say,  “Two  tooth-picks.”  Then  lead  pupils  to  say,  “Four  tooth-picks 
less  two  tooth-picks  are  two  tooth-picks.”  Holding  four,  take  four  away,  and  as 
before  pupils  are  led  to  say,  “Four  tooth-picks  less  four  tooth-picks  are  none.” 
Next  let  pupil  take  two  tooth-picks  one  time,  then  two  times,  leading  him  to  say, 
“If  I take  two  tooth-picks  twice,  I have  four  tooth-picks.” 

To  teach  one-half  of  a number,  let  a pupil  select  two  other  pupils  and  hand  the 
objects  to  them  alternately,  one  by  one,  until  all  have  been  distributed;  then  count  the 
number  each  has. 

In  teaching  one-third,  have  the  pupil  select  three  persons,  in  teaching  one-fourth, 
four  persons,  etc.  When  he  can  do  this  understandingly,  let  him  imagine  the  persons 
and  simply  lay  the  sticks  in  groups.  This  should  be  thoroughly  mastered  before  any 
attempt  is  made  to  divide  by  2,  3,  4,  etc.,  which  is  a very  different  problem. 

To  divide  by  2 is  to  find  how  many  two-bundles  a certain  other  number  of  objects 
contains.  In  this  work  the  pupil  must  take  away  each  time  a two-bundle,  keeping 


24 


STATE  MANUAL  AND  COURSE  OF  STUDY 


each  two-bundle  by  itself  and  counting  them  when  the  number  is  exhausted.  At 
first  use  the  expression  “How  many  two-bundles,”  but  later  “How  many  2’s.”  Rubber 
bands  or  strings  should  be  used  and  the  objects  actually  made  into  bundles.  In  divid- 
ing by  3,  use  a three-bundle;  by  4,  a four -bundle,  etc. 

The  following  study  of  the  number  four  is  given  as  a suggestive  outline  that  may 
be  used  not  earlier  than  the  third  month: 


Study  of  the  Number  Four. 

1.  A “four-bundle” — represent  it  by  figure  4. 

2.  Discoveries  in  four,  given  in  order  of  teaching. 

Four  ones.  Four  minus ‘two. 

Two  twos.  Four  minus  three. 

Three  and  one.  Four  minus  four. 

Two  and  one  and  one.  One-half  of  four. 

Four  minus  (or  less)  one.  One-fourth  of  four. 

(Remember  this  is  oral  work  with  objects.) 

Develop  all  numbers  up  to  ten  as  explained  above  with  the  number  four,  being 
careful  to  use  no  combination  that  will  introduce  a number  larger  than  ten.  This 
work  will,  take  the  greater  part  of  the  first  year.  No  haste  should  be  made.  The 
same  questions  should  be  repeated  in  different  forms  until  the  pupils  know  at  once 
how  ^o  proceed  to  find  results. 

Symbols:— 

When  the  above  work  is  accomplished  begin  to  use  the  plus  and  minus  signs,  but 
teach  no  signs  until  pupil  can  perform  the  following  with  objects: 

1.  Count  to  20.  . 

2.  Find  the  sum,  not  above  12,  of  any  two  numbers. 

3.  Find  the  difference  of  any  two  numbers  not  above  10. 

4.  Find  result  of  two  3’s,  three  4’s,  two  5’s,  etc. 

5.  Find  V2  of  2,  of  4,  of  6,  of  8,  of  10,  of  12. 

6.  Find  y3  of  6,  of  9,  of  12. 

7.  Find  % of  8,  of  12. 

8.  Divide  among  2,  3,  or  4 pupils,  6,  8,  10,  or  12  things. 

(Bear  in  mind  that  these  are  not  to  be  taught  as  tacts,  but  the  pupil  is  shown  how  to  find 
results  with  objects.) 

It  is  very  important  that  pupils  understand  the  sign  language,  and  the  following 
plan  is  helpful : 

Send  pupils  to  the  black-board.  Tell  them  a story,  instructing  them  to  place  the 
sign  + or  — when  you  pause  in  the  story;  e.  g.,  “I  had  ten  dollars  and  found  five 
dollars”  (pause,  and  pupils  write  10  + 5),  “then  I earned  four  dollars”  (pause,  and 
pupils  write  + 4)>  “then  I lost  six  dollars”  (pause,  and  pupils  write  — 6).  Repeat 
the  exercise  daily  until  there  is  no  hesitation  in  placing  the  proper  sign. 

Principles  of  Grube:— 

1.  Each  lesson  in  arithmetic  must  also  be  a lesson  in  language. 

2.  The  teacher  must  insist  on  readiness  and  correctness  of  expression.  As  long  as 

the  language  for  the  number  is  imperfect,  the  idea  of  the  number  will  be 
defective. 

3.  The  teacher  must  require  the  pupil  to  speak  as  much  as  possible. 

4.  Concert  answers  should  occasionally  be  given,  but  usually  individual  answers 

should  be  required. 

5.  Every  process  must  be  illustrated  by  means  of  objects. 

6.  Measure  each  new  number  with  the  preceding  ones. 

7.  Teacher  must  insist  on  neatness  in  making  figures. 

(Develop  all  possible  combinations  of  each  number  in  accordance  with  the  above.) 


FIRST  GRADE 


25 


Drill  Exercises: — 

Give  drills  in  rapid  addition  of  figures  in  columns,  no  sum  to  be  greater  than  ten, 
thus: 


2 

2 

2 


2 

1 

2 


1 

3 

2 


3 

3 

3 


2 

2 

2 

4 


1 

3 

3 

3 


2 

2 

2 

2 

2 


6 5 


9 10  10  10 


In  the  same  way  give  rapid  drills  in  subtraction,  thus: 

4 6 8 10  5 5 9 

-2  -3  -4  -5  -3  -2  -4 

2 3 4 5 2 3 5 

In  adding  say,  two,  four,  six,  eight.  Do  not  have  pupils  say,  two  and  two  are  four  and  — 
two  are  six  and  two  are  eight.  The  latter  takes  too  much  time. 

In  connection  with  this  work  teach  pupils  to  make  neat  figures  and  to  write  the 
words  that  represent  them,  also  Roman  numerals.  A device  like  the  following  will 
be  found  valuable: 


one 

i 

two 

i i 

three 

i i i 

four 
i I i I 

five 

i i i i i 

1 

1 

1 1 
2 

1 1 1 
3 

II  1 1 
4 

1 1 1 1 1 
5 

I. 

II. 

III. 

IY. 

Y. 

It  may  seem  to  many  that  this  is  a small  amount  of  work  for  a year,  but  remember 
that  it  pays  to  do  this  elementary  work  thoroughly.  In  fact,  the  success  of  the 
second  year’s  work  as  here-in  outlined,  depends  entirely  upon  the  comprehension  of 
number  as  “applied  to  quantity.” 

4 


26 


STATE  MANUAL  AND  COURSE  OF  STUDY 


SECOND  GRADE. 


Reading — Second  reader  and  supplementary  Numbers — Combinations  of  digits  with  prob- 
reading.  lems. 

Spelling — From  reader.  Physiology — Practical  lessons  regarding 

daily  habits. 

Writing — With  reading,  spelling,  and  lan-  Geography — Preparatory  work, 
guage. 

Language — With  all  class  exercises.  Drawing — Same  as  first  year  with  addition 

of  geometric  figures. 

NATURE  STUDY. 

(See  Appendix.) 

Text-book — Reader. 

Apparatus — Slate,  pencil,  sponge,  rule. 

Correlation. — Broaden  the  work  of  correlation  as  suggested  in  first  year  by  including 
geography. 


READING. 

Purpose. — (a)  Same  as  in  first  grade.  (6)  Expression. 

Teach  the  new  words  at  the  head  of  each  lesson  so  that  pupils  will  know  them  at 
sight,  pronounce  them  correctly,  and  know  what  they  mean.  Be  careful  to  secure 
correct  pronunciation  and  distinct  articulation.  Note  the  following: — 

1.  To  teach  pupils  to  know  words  at  sight,  point  rapidly  from  one  word  to  another. 

2.  To  teach  the  meaning  of  words,  require  pupils  to  give  the  words  in  sentences, 

after  they  have  been  fully  explained,  sentences  to  be  both  oral  and  written. 

To  be  sure  that  pupils  get  the  thought,  question  them  thoroughly  on  what 

they  read. 

3.  To  secure  correct  pronunciation,  the  teacher  must  be  careful  about  his  own 

pronunciation. 

4.  To  secure  good  articulation,  give  frequent  drills  on  elementary  sounds  and 

articulation  exercises. 

Supplementary  Reading: — 

Pupils  should  be  required  to  commit  to  memory  short  choice  selections  to  be  recited 
before  the  class.  These  selections  may  be  taken  from  the  reader  or  from  any  thing  not 
more  difficult  than  the  reader,  and  should  be  thoroughly  understood  before  they  are 
committed. 

There  is  no  place  in  the  school  course  where  supplementary  reading  can  be  made 
more  profitable.  It  should  generally  be  sight  reading  of  interesting  stories,  very  easy 
second  grade  or  hard  first  grade  work.  Let  one  pupil  read  a portion  and  the  others 
listen,  and  then  have  the  story  told  by  them.  This  insures  attention  and  inspires 
pupils  to  read  well. 

Give  additional  attention  to  errors  of  pronunciation  and  to  good  expression.  Aim 
at  naturalness.  Do  not  read  very  much  for  pupils  to  imitate.  The  skillful  teacher 
succeeds  in  filling  the  pupils  so  full  of  the  sentiment  of  the  story  that  expression  is 
spontaneous.  Do  not  teach  that  the  voice  should  fall  at  a period  and  be  kept  up  at  a 
comma;  it  is  not  true. 


(See  library  list.) 


SECOND  GRADE 


27 


Elementary  Sounds: — 

Continue  the  study  of  elementary  sounds  as  they  occur  in  the  reader,  beginning 
now  to  make  a study  of  vowels. 

Teach  the  diacritical  marks  used  with  long  and  short  vowel  sounds.  Drill  until 
familiar  with  them.  (Use  Webster’s  International  as  a guide.) 


SPELLING. 

Spell  all  the  new  words  at  the ‘head  of  each  reading  lesson,  giving  daily  reviews  on 
hard  words  and  a test  each  week  on  the  work  done. 

Considerable  time  should  be  given  to  written  exercises  in  spelling. 

The  second  and  third  years  are  the  spelling  era.  Second  and  third  reader  pupils 
should  spell  rapidly  and  accurately  every  word  in  their  finished  work.  This  is 
accomplished  by  repetition. 

Note. — “One  trial  only”  is  the  key  to  good  spelling. 


WRITING. 

Continue  writing  with  a pencil.  In  lower  grades  attention  should  be  given  to 
position  of  the  slate  or  paper,  manner  of  holding  the  pencil,  also  to  the  direction 
from  which  the  light  strikes  the  paper.  See  to  it  that  the  pupils’  eyes  are  not  in 
range  of  the  reflected  light. 

Teachers  should  attend  to  the  following: 

1.  Rule  slates  or  paper  with  head-lines,  with  spaces  at  least  3-16  in.  wide. 

2.  Place  a guide  slant-line  at  the  beginning  of  each  line. 

3.  Show  the  pupil  how  to  make  a letter,  not  upon  the  black-board  only,  but  upon 

his  slate  or  paper;  especially  do  this  in  using  the  pen.  Do  not  confine  small 
pupils  to  the  letter;  make  the  word  or  short  sentence  the  unit  of  their  work, 
though  older  pupils  can  be  interested  in  elements  and  should  master  them. 

4.  Do  not  ask  first  and  second  grade  pupils  to  write  too  long  at  a time.  When  the 

pen  is  used,  preserve  one  copy  each  week  for  future  comparison. 

5.  Insist  upon  neatness. 

6.  Never  chide  the  poor  penman. 


LANGUAGE. 

Purpose. — Second  grade  work  is  simply  a continuation  of  first  grade  work. 

For  review  of  preceding  year  try  exercises  similar  to  the  following,  changing  the 
pronouns  to  they:  He  is  my  friend.  She  is  in  our  class.  Has  she  a new  book?  Was 

she  here? 

Oral  Work:— 

Continue  to  demand  complete  statements  in  answer  to  questions.  Teach  had  in 
connection  with  have  and  has.  Develop  see,  saw,  seen;  go,  went,  gone. 

Law  of  Use. — Have,  has,  and  had  are  used  with  seen  and  gone,  but  never  with  saw 

nor  went. 

Add  similar  verbs  for  drill,  and  continue  the  use  of  sentences  with  blanks  to  be 

filled  by  pupils. 

2.  Write  two  or  more  sentences  containing  a and  an  upon  the  board ; then  lead 
pupils  to  see  why  an  is  used  before  vowel  sounds  and  a before  consonants,  emphasiz- 
ing by  repetition.  Also  give  list  of  name-words,  requiring  pupils  to  supply  a or  an. 

3.  Tell  or  read  easy,  short  stories.  Have  these  stories  repeated,  first,  by  answers  to 
questions  which  you  ask;  second,  as  wholes,  in  the  child’s  own  language. 


28 


STATE  MANUAL  AND  COURSE  OF  STUDY 


Written  Work: — 

Have  pupils  write  sentences  containing  words  from  the  reading  lessons.  Have  them 
write  statements  which  they  have  already  expressed  orally. 

Teach  the  use  of  capital  letters: 

1.  At  the  beginning  of  sentences. 

2.  In  proper  names. 

3.  The  words  I and  O. 

Teach  also  the  use  of  period  and  question  mark  at  the  close  of  sentences. 

Drill  on  formation  of  simple  possessive,  and  on  the  use  in  sentences  of  the  verbs 
studied  in  oral  work. 

In  both  oral  and  written  work  teach  to,  two,  too;  hear  and  here ; know  and  no;  their 
and  there. 

Suggestion : 

Since,  according  to  the  Committee  of  Ten,  written  composition  should  begin  not 
later  than  the  first  term  of  the  third  school  year,  ample  preparation  for  such  work 
should  be  made  during  the  latter  part  of  the  second  year.  To  aid  in  this  work  use 
pictures  and  objects,  requiring  pupils  to  write  short  sentences  about  them;  also  give 
list  of  familiar  words  to  be  used  in  sentences. 

Cautions: — 

1.  Always  see  that  written  work  is  done  neatly. 

2.  Always  state  plainly  what  pupils  are  to  do  at  their  seats. 

3.  Make  lessons  short  and  see  that  they  are  done  as  directed. 

4.  Do  not  neglect  to  have  some  of  these  exercises  every  day. 

5.  Remember  you  can  have  no  excuse  for  neglecting  or  refusing  to  do  any  of  this 

work. 

6.  From  time  to  time  send  samples  of  this  work  to  the  school  commissioner.  This 

will  aid  you  greatly  in  getting  good  results. 

7.  Bear  in  mind  daily  and  hourly  the  necessity  and  importance  of  teaching  children 

to  talk  correctly. 


NUMBERS. 

Purpose. — (a)  Same  as  first  grade.  (&)  The  teaching  of  mathematical  facts. 

When  the  first  year’s  work  has  been  well  done,  work  with  objects  will  need  less 
attention.  Review  constantly,  in  connection  with  this  year’s  work,  all  that  was 
done  in  the  previous  year,  making  that  in  reality  a part  of  it.  Teach  carefully  the 
use  of  the  signs  +,  — , X,  -f.  This  will  require  from  four  to  six  weeks. 

Count  by  2’s  to  20,  by  3’s  to  30,  by  4’s  to  40,  by  5’s  and  10’s  to  100,  interspersing  this 
with  other  exercises. 

Begin  now  to  memorize  facts  concerning  numbers. 

COMBINATION  WORK. 

1st  week,  combinations  of  2 and  3, — 

f 2 + 3=51  f 5 — 2 = 31  ('2X3  = 6')  f 6 -b  2 = 3 j \ of  6 = 3 1 

{ 3 -f  2 = 5 J { 5 — 3 = 2 j (3X2  = 63  { 6 ^ 3 = 2 j U of  6 = 2 J 

Pupils  should  put  these  ten  combinations  upon  their  slates  each  day  for  a week 

and  also  give  them  from  memory  until  there  is  no  hesitation.  In  connection  with 

this  each  day  place  upon  the  board  five  or  more  problems  whose  solution  will  involve 
some  of  these  forms,  pupils  bringing  to  the  class  the  proper  form  upon  their  slates. 


SECOND  GRADE 


29 


For  example: 

1.  Mary  had  2 apples  and  her  brother  gave  her  3 more.  How  many  had  she  then? 
Solution:  2 a + 3 a = 5 a. 

2.  At  2 cents  apiece  how  many  oranges  can  I buy  for  6 cents? 

Solution : 6c-r2c  = 3,or2  cents  can  be  taken  out  of  6 cents  3 times. 

3.  A man  divided  6 cents  equally  among  3 boys.  How  many  cents  had  each? 
Solution : y3  of  6 c = 2 c,  or  6 cents  is  divided  among  3 persons. 

2d  week,  combinations  of  2 and  4, — 

j 2 + 4 = 6 j r 6 — 2 = 4)  f 2 X 4 = 8 | | 8 -4-  2 = 4 | ( * of  8 = 4 j 

{4  + 2 = 6j  { 6 — 4 = 2 J (4X2  = 8]  { 8 4-  4 = 2 j { £ of  8 = 2 j 


Give  five  suitable  problems  each  day,  with  plenty  of  oral  drill  upon  the  combina- 
tions. Pupils  must  absolutely  know  them  before  passing  to  other  work.  Have  pupils 
bring  original  problems  that  apply  to  above  forms. 


3d  week,  combinations  of  2 and  5, — 
f 2 + 5 = 7 j | 7 — 2 = 5 | f 2 X 5 = 10  | 

{5+2  = 7}  {7  — 5=  2}  {5X2  = 10} 

Five  problems  each  day. 

4th  week,  combinations  of  2 and  6, — 

J 2 + 6 = 8 I r 8 — 2 = 6 | J 2 X 6 = 12  I 

{6  + 2 = 8}  {8  — 6 = 2}  {6X2=12} 


12  4-  2 = 6 ] 
12  4-  6 = 2 } 


i of  10  = 5 | 
4 of  10  = 2 } 


f 4 of  12  = 6 | 
{ l of  12  = 2 } 


Problems  to  show  mechanical  combinations,  or  the  mechanics  of  numbers,  may 
here  be  taught.  For  instance,  multiply  23  by  2,  23  by  3,  22  by  4,  33  by  3,  etc.,  select- 
ing numbers  so  that  no  partial  product  will  be  more  than  9.  Five  problems  daily. 

Vertical  lines  to  indicate  columns  of  figures  are  sometimes  helpful  as  a guide  to 
pupils  in  writing  down  the  partial  products.  Thus, — 


2 

3 

2 

3 

2 

4 

6 

4 

6 

9 

6 

7 

4 

2 

~4 

Pupils  should  not  be  allowed  to  use  this  above  third  grade. 

5th  week,  combinations  of  2 and  7, — five  problems  daily. 

Pupils  ought  now  to  be  able  to  make  these  forms  for  themselves,  always  using  the 
smaller  digit  first. 

Drill  upon  this  work  until  the  mention  of  two  digits  suggests  these  combinations  to 
the  mind  of  the  pupil. 

Continue  mechanics  of  numbers  in  addition  and  subtraction,  using  problems  that 
involve  carrying  of  tens,  but  introducing  no  digit  higher  than  the  combinations 
already  taught. 

6th  week,  combinations  of  2 and  8, — twenty  problems. 

Continue  mechanical  work  in  addition,  subtraction,  and  multiplication. 

Drill  on  reading  numbers  of  three  figures. 

7th  week,  combinations  of  2 and  9. 

Give  twenty  problems  and  let  pupils  make  many  original  ones.  Continue  mechan- 
ics of  numbers. 


30 


STATE  MANUAL  AND  COURSE  OF  STUDY 


8th  week,  combinations  of  3 and  3,  3 and  4. 

Give  daily  problems.  Many  variations  may  now  be  made.  3 is  y3  of?  4 is  % of? 
2 is  y6  of?  etc. 

9th  week,  combinations  of  3 and  5. 

Spend  much  time  now  reviewing  combinations.  Continue  mechanics  of  numbers. 
10th  week,  combinations  of  3 and  6,  3 and  7. 

Drill,  drill,  drill!  Continue  mechanics  of  numbers  throughout  term. 

11th  week,  combinations  of  3 and  8. 

12th  week,  combinations  of  3 and  9. 

13th  week,  combinations  of  4 and  4,  4 and  5. 
llfth  iceek,  combinations  of  4 and  6,  4 and  7. 

15th  week,  combinations  of  4 and  8,  4 and  9,  5 and  5,  5 and  6. 

16th  week,  combinations  of  5 and  7,  5 and  8. 

17th  week,  combinations  of  5 and  9.  Reviews. 

18th  week,  combinations  of  6 and  6,  6 and  7 , 6 and  8. 

19th  week,  combinations  of  6 and  9,  7 and  7 , 7 and  8. 

20th  week,  combinations  of  7 and  9,  8 and  8,  8 and  9,  9 and  9. 

Give  spice  to  this  work  by  a variety  of  problems  and  examples  in  mechanics  of 
numbers.  Pupils  can  easily  learn  to  add  long  columns  and  multiply  by  three  figures 
with  carrying. 

Scheme  for  Adding: — 

g In  process  of  adding  as  soon  as  a ten  occurs  in  the  result,  drop  it,  representing 
g it  by  the  figure  1 placed  across  the  figure  last  used;  then,  carrying  the  units, 
J continue  the  addition,  dropping  the  tens  wherever  they  occur.  Thus  in 

$ example  given  the  tens  will  fall  on  5,  6,  9,  7.  3,  and  the  process  be  as  follows: 

9 and  5 are  14;  (dropping  the  ten)  4 and  4 and  6 are  14;  ( dropping  the  ten)  4 

4 and  9 are  13;  (dropping  the  ten)  3 and  7 are  10;  (dropping  the  ten)  8 and  3 

^ are  11;  ( dropping  the  ten ) place  the  1 in  the  answer,  prefixing  the  number  of 
9 tens  dropped. 

— With  practice  this  naturally  becomes  much  abbreviated  until  the  pupil  thinks 
5 1 simply — Jf — 8 — 4 — 3 — 0 — 1 . 

As  pupils  become  proficient,  they  should  be  taught  to  group, — first,  all  combina- 
tions making  10;  second,  combinations  of  three  and  even  four  figures. 

Business  men  justly  complain  because  children  well  advanced  in  arithmetic  cannot 
add  with  certainty  and  dispatch.  This  is  the  time  to  drill  upon  this  very  important 
part  of  a business  education.  The  interest  may  be  intensified  by  contests  in  addition, 
and  the  following  plan  is  suggested: 

1.  Choose  sides. 

2.  Write  the  numbers  upon  the  blackboard,  letting  pupils  write  them  upon  their 

slates. 

3.  At  the  given  word — “add.” 

4.  The  one  who  first  gets  the  result  places  his  slate  upon  the  teacher’s  desk  with 

the  answer  turned  down ; the  second  follows  with  his,  the  third  with  his,  etc. 

5.  The  numbers  upon  the  board  are  added  and  the  correct  answer  determined. 

6.  The  pile  of  slates  is  then  turned  bottom  up,  bringing  the  first  slate  on  top  and 

the  others  in  regular  order. 

7.  The  teacher  takes  the  first  slate  and  reads  something  as  follows:  “West  side, 

correct;  100  points.”  Then  the  second  slate,  “East  side,  correct;  95  points.”  Then 
the  third  slate,  “East  side,  incorrect;  zero.”  Then  the  fourth  slate,  “West  side, 
correct;  90  points,”  etc.,  marking  each  correct  answer  five  points  less  than  the  pre- 
ceding one.  The  side  scoring  the  most  points  wins.  This  need  not  be  confined  to 
any  grade,  but  is  a lively  exercise  for  the  entire  school. 


SECOND  GRADE 


31 


Fractional  Parts: — 

Teach  the  idea  of  comparison  both  of  wholes  and  parts.  For  comparing  wholes, 
use  bundles  and  groups;  for  parts,  use  objects  that  lose  their  identity  by  being 
divided.  Circles  and  squares  about  3 inches  across,  carefully  measured  and  cut  from 
card  board  may  be  prepared  like  these: 


Question  the  pupils  as  follows: 

Q.  How  many  parts  in  the  first? 

A.  There  are  two  parts  in  the  first. 

Q.  How  do  they  compare  in  size? 

A.  They  are  the  same  size. 

Q.  Then  what  part  of  the  circle  is  each  part? 

A.  Each  part  is  one-half  of  the  circle. 

Deduce  from  this  that  dividing  anything  into  two  equal  parts,  produces  halves ; 
treat  the  division  into  fourths  in  the  same  manner. 

Q.  What  part  of  the  circle  is  a? 

A.  a is  one-half  of  the  circle. 

Q.  Why? 

A.  Because  it  is  one  of  the  two  equal  parts. 

Q.  How  many  of  the  b’s  will  make  an  a? 

A.  Two  b’s  will  make  an  a. 

Q.  What  part  of  an  a is  a 6f 
A.  A & is  one-half  of  an  a. 

Q.  Why? 

A.  Because  a 6 is  one  of  the  two  equal  parts  of  an  a. 

Q.  What  is  % of  one-half? 

A.  % of  one-half  is  one-fourth. 

Q.  How  many  of  the  one-fourths  will  make  a one-half? 

A.  Two  one-fourths  make  a one-half. 

Q.  How  many  one-fourths  make  a whole  circle? 

A.  Four  one-fourths  make  a whole  circle. 

In  like  manner  develop  the  one-eighth  and  one-sixteenth,  introducing  figures  in 
place  of  words  in  expressing  the  fractional  part.  There  is  no  better  place  to  teach 
exactness  of  expression  than  in  this  work. 


32 


STATE  MANUAL  AND  COURSE  OF  STUDY 


Other  questions  that  pupil  should  answer  readily,  using  the  same  objects. 

What  part  of  a is  o?  Of  Yz  is  % ? 

What  part  of  a is  two  c’s  ? Of  £ is  f ? 

How  many  d’s  will  make  an  a?  How  many  rys  make  a 

How  many  times  tV  is  }?  i? 

How  many  times  can  a c be  taken  out  of  an  a?  How  many  times,  then,  is  a c con- 
tained in  an  a? 

How  many  times  is  % contained  in  %?  In  a whole  circle?  How  many  %’s  to  make 
three  %’s?  What  part  of  % is  %? 

Put  Yz  and  Y±  together. 

Q.  What  have  you? 

A.  I have  three  %’s. 

Q.  Put  Yz  and  Ys  together.  What  have  you? 

A.  I have  five  %’s. 

The  use  of  a,  an,  and  the  in  above  questions  is  to  suggest  to  pupils  the  concrete 
nature  of  fractional  parts.  When  this  is  fully  appreciated,  the  use  of  these  articles 
should  be  omitted. 

Continue  this  work  until  pupils  can  leave  the  objects  and  readily  use  halves, 
fourths,  and  eighths  in  such  examples  as  these: — 


Develop  next  the  one-third,  one-sixth,  one-ninth,  and  one-twelfth.  Then  combine 
halves,  thirds,  sixths,  fourths,  and  twelfths. 

This  will  make  an  endless  amount  of  seat-work.  Place  examples  upon  the  board 
and  let  the  pupils  work  them  out  with  the  cardboard  parts.  Have  sets  enough  for 
each  pupil.  Use  much  oral  work  and  cardboard  illustration  in  class.  Let  pupils 
make  problems  for  each  other.  This  work  can  be  commenced  in  the  second  grade 
and  completed  in  the  third. 

Whenever  an  example  is  indicated  by  signs,  accustom  the  pupils  to  saying  “That 
means,”  etc.  For  instance, — 

Given  $4X3;  pupil  says  “That  means  three  times  four  dollars,”  or  $4  three  times. 

Given  $12  -f-  4;  pupil  says  “That  means  one-fourth  of  twelve  dollars”  (not  twelve 
dollars  divided  by  four). 

Tables  of  Measure:— 

The  economical  teacher  will  make  many  problems  using  the  common  tables  of 
commerce.  Thus  the  table  of  long  measure  would  naturally  be  taught  with  the 
combinations  of  3 and  4,  and  in  this  grade  pupils  should  thoroughly  learn  the 
following: — 

1.  Table  of  U.  S.  coins  to  one  dollar. 

2.  How  to  make  change  to  fifty  cents  (using  toy  money). 

3.  Liquid  measure  to  and  including  the  gallon. 

4.  Dry  measure. 

5.  Number  of  inches  in  a foot;  feet  in  a yard. 

6.  Number  of  things  in  a dozen. 

7.  Number  of  days  in  a week;  weeks  in  a month;  months  in  a year. 

(In  all  these  teach  the  fractional  parts  as,  six  inches  is  one-half  a foot;  six  months  is  one- 
half  a year,  etc.  Much  of  this  work  should  be  seat-work.) 


* + i = ? 

i — i'==  ? 


J,  _l_  — 9 £_!_  & — 9 


*+*  = ? *+#=? 
l i a 0 a i a 0 


SECOND  GRADE 


33 


GEOGRAPHY. 

Purpose. — To  encourage  observation,  especially  of  nature. 

1.  Form. 

Lead  pupils  to  observe  form  in  objects  about  them,  such  as  spherical,  cylindrical, 
etc.;  fruits,  twigs,  trunks  of  trees,  and  bodies  of  animals. 

2.  Color. 

Observe, — grass,  leaves,  flowers,  fruits,  animals,  clouds,  etc. 

3.  Place  of  objects;  as, — on  the  right  hand,  on  the  left  hand. 

t 

4.  Prepositions  of  position;  as, — before,  behind,  above,  below,  beside,  between,  etc. 

5.  Method: 

(a)  Teacher  places Pupil  imitates. 

Teacher  dictates Pupil  places. 

Teacher  places Pupil  describes. 

Teacher  disarranges Pupil  replaces  from  memory. 

Pupil  dictates Teacher  places. 

(b)  In  somewhat  the  same  way  illustrate, — 

Right-hand  corner  of  table  or  desk. 

Left-hand  corner  of  table  or  desk. 

Front  right-hand  corner  of  table  or  desk. 

Back  left-hand  corner,  etc.,  of  table  or  desk. 

(c)  East,  west,  north,  south;  north-east,  north-west,  south-east,  south-west. 

Direction:— 

Direction  during  the  day,  known  by  shadows;  during  the  night,  by  north  star.  Tell 
pupils  how  the  southern  slaves  used  this  star  as  a guide  in  their  escape  from  slavery 
and  have  them  learn  to  point  it  out;  also  exhibit  compass  if  possible. 

Distance:— 

The  foot,  rod,  mile.  For  the  foot,  use  the  foot  rule;  for  the  rod,  the  ordinary 
fence  board;  for  thfe  mile,  if  the  schoolhouse  is  upon  a section  line,  use  the  distance 
to  the  next  section  line.  Let  pupils  walk  this  distance  and  use  it  to  image  other 
miles.  These  measures  should  be  used  until  the  teacher  is  certain  that  the  words 
foot,  rod,  and  mile  have  definiteness. 

Teach  a scale  one  inch  to  the  foot,  then  draw  the  top  of  a desk,  blackboard,  etc., 
by  this  scale.  Teach  a scale  one  inch  to  the  rod  and  draw  the  school  room  and 
school  ground  by  this  scale,  locating  the  house,  pump,  wood-shed,  and  trees. 

Below  is  given  a suggestive  device,  for  teaching  the  above,  together  with  location. 


Let  pupils  represent  the  corners  of  the  township,  thus: — 

Question  pupils  in  regard  to  direction  with  respect  to  these 
four  persons.  Have  George  walk  from  the  north-east  corner  of 
the  township  to  the  south-west,  telling  the  direction  in  which 
he  goes. 

Relative  distance  may  also  be  taught;  e.  g.,  how  far  from  Helen  to  John?  From 
Mary  to  Henry?  etc.  If  there  are  36  pupils,  each  cap  be  named  a section  number 
and  be  required  to  take  his  proper  place  in  the  “township.” 

This  device  is  very  interesting  when  applied  to  map  work  in  higher  grades.  In 
studying  North  America  name  one  pupil  Cape  Cod,  another  Cape  Charles,  another 
Cape  Sable,  another  Cape  St.  Lucas,  another  Cape  Mendocino,  having  each  take  his 
5 


John 

Mary 

Helen 

Henry 

34 


STATE  MANUAL  AND  COURSE  OF  STUDY 


place  with  reference  to  direction  and  distance.  Then  have  a pupil  travel  along  the 
coast  from  Cape  Cod  to  Cape  Charles,  making  his  path  conform  to  prominent  irregu- 
larities of  the  coast  line;  another  from  Cape  Charles  to  Cape  Sable,  etc.  This  is  best 
done  on  the  school  grounds  and  may  be  applied  to  the  study  of  mountains,  rivers, 
lakes,  and  cities. 

Seasons:— 

Continue  noting  seasons  as  they  pass  with  reference  to  temperature,  moisture,  and 
vegetation. 

Continue  lessons  on  common  articles,  such  as  sugar,  coffee,  tea,  pepper,  cotton,  and 
wool. 


OBSERVATION  WORK. 

NATURE  STUDY  AND  SCIENCE. 

While  much  has  been  said  recently  concerning  nature  and  science  in  the  primary 
schools,  the  work  seems  to  be  as  yet  in  a formative  state.  It  is  conceded  on  all  sides, 
that  these  should  be  taught,  but  the  questions  as  to  how  much,  and  how  to  teach 
them  in  the  ordinary  graded  and  rural  schools,  are  not  yet  definitely  answered.  The 
following  suggestions  are  therefore  to  be  considered  as  elastic  enough  to  fit  any 
ordinary  work: 

Purpose. — (a)  To  train  in  correct  habits  of  observation.  (6)  To  accumulate  facts, 
which  will  be  of  service  in  other  study. 


FIRST  AND  SECOND  GRADES. 

Water : — 

Its  flow;  drops — shape  and  use. 

Seasons  (as  they  pass) : — 

Wet  season,  dry  season — healthful  or  unhealthful. 

Animals : — 

Habits  of  common  animals  (similarities  and  differences) — squirrel,  rabbit,  wood- 
chuck. 

Plants : — 

1.  Germination  of  seeds — bean,  corn,  etc. 

2.  Study  of  trees — (a)  twigs  and  buds;  (&)  shape,  bark,  leaf. 

Note. — Take  some  special  tree  and  make  careful  study  of  it ; then  test  pupils  in« 
finding  the  same  kind  of  tree  in  other  places. 

Insects: — 

Butterflies  and  other  moths,  grass-hopper. 


SECOND  GRADE 


35 


DRAWING. 

Purpose. — To  train  the  eye  and  hand. 

During  the  first  year  the  following  should  be  taught: 


( vertical. 

(b)  Position  <:  horizontal. 

( oblique. 

Exercise:— 

(a)  Hold  a string  vertically  at  the  blackboard — represent  by  drawing  a line. 

(b)  Hold  string  horizontally — represent  by  a line. 

(c)  Form  a square  corner  with  the  string — represent  by  a line. 

(d)  Form  a sharp  corner  with  the  string — represent  by  a line. 

Continue  these  exercises,  the  pupils  repeating  work  with  the  pencil.  Dots  for 
tracing  are  helpful  to  beginners,  but  too  frequent  use  of  them  is  to  be  avoided.  Of 
course  the  dots  should  always  be  placed  by  pupil. 

Suggestions : — 

1.  General  preliminaries: 

(a)  Show  pupils  how  to  hold  pencils — always  at  right  angles  to  the  line. 

(b)  Teach  how  to  sit  and  how  to  move  the  hand  and  arm. 

(e)  Do  not  use  a rule  in  drawing  lines  or  measuring;  use  it  only  to  test  the 
work. 

(d)  Give  correct  pronunciation  of  names  learned. 

(e)  Have  a plan  for  the  work  of  each  day. 

(f ) Pupils  are  not  to  learn  the  definitions  of  forms,  but  to  know  them  at  sight 

and  name  them. 

(g)  Give  pupils  a great  deal  of  practice  on  this  work,  both  in  drawing  and  in 

illustration  with  lines,  pointers,  splints,  etc. 

2.  Drawing  from  objects: — 

(a)  Sphere  and  spherical  bodies. — Globe,  apples,  balls,  oranges,  pears,  etc. 

(b)  Hemisphere. — Wash-basin,  half-apples,  oil-can,  ete. 

(c)  Cylinder  and  cylindrical  bodies. — Stove-pipe,  bottles,  measures,  ball-bat, 

etc. 

3.  Botanical  drawing: — 

(a)  Simple  leaves  classified  according  to  geometric  figures — name,  base,  apex, 

etc. 

(b)  In  connection  with  drawing  teach  colors  of  the  spectrum,  tint,  shade, 

hue,  etc. 

4.  Drawing  from  designs: — 

See  designs  on  next  page. 


Lines, — 


THIRD  GRADE 


37 


THIRD  GRADE. 


Reading — Third  reader  and 
reading. 


supplementary 


Numbers — Completion  and  review  of  combina- 
nations ; fundamental  pro- 
cesses. 


Spelling — With 


reading  and  all  other  class 
exercises. 


Physiology — Some  instruction  regarding  ac- 
cidents. 


Writing — Copy-book  according  to  pupil’s  Geography — Oral  work  continued,  passing 
ability.  from  local  to  general  geog- 

raphy. 

Language — Continuation  of  second  grade  with  Drawing — Continuation  of  second  grade  work, 
special  reference  to  written 
work. 

NATURE  STUDY. 

(See  outline.) 

Text-books — Reader  and  copy-book. 

Apparatus — Slate,  pencil,  sponge,  rule,  pen,  ink,  and  practice  paper. 

Correlation — Combine  language  with  reading,  geography  with  arithmetic,  and  spelling 
with  all. 


READING. 

Purpose. — (a)  To  gather  thought,  (b)  Expression,  (c)  Word  study. 

The  child’s  method  of  thought  in  third  grade  differs  essentially  from  that  of  the  first 
grade,  and  the  teacher’s  plan  of  work  should  expand  to  fit  his  enlarged  comprehen- 
sion. In  addition  to  sight-knowing  of  his  own  vocabulary,  the  child  should  now 
study  many  unfamiliar  words  and  learn  to  comprehend  the  more  complex  forms  of 
sentences,  such  as  the  inverted  order,  simple  figures  of  speech,  and  esthetic  concep- 
tions. The  child’s  success  in  comprehending  these  will  in  large  degree  determine 
the  teacher’s  success  in  developing  articulation,  flexibility,  and  quality  of  voice — the 
requisites  of  good  oral  expression. 

Require  pupils  to  give  substance  of  the  lesson  in  their  own  language,  sometimes 
oral,  sometimes  written. 

Give  much  drill  on  words  difficult  to  articulate;  such  as  ghosts,  mists,  rural,  thistle, 
government,  etc. 

Use,  also,  sentences  like  the  following: — 

1.  It  is  a nice  house. 

2.  The  wind  bloweth  where  it  listeth. 

3.  He  sells  sea-shells ; shall  she  sell  sea-shells  ? 

4.  The  old,  cold  scold  sold  a school  coal-scuttle. 

5.  Socks  and  shoes  shock  Susan. 

6.  Some  shun  sunshine;  do  you  shun  sunshine? 

7.  A shot-silk  sash  shop. 

8.  A rural  ruler  truly  rural. 

9.  I said  “a  knap-sack  strap,  not  a knap-sack’s  strap.” 

Supplementary  Reading:— 

Give  plenty  of  supplementary  reading. — A third  reader  of  another  series  for  sight- 
reading, stories  of  history  and  travel,  fables,  fairy  tales,  etc.  (See  Library  List.) 


38 


STATE  MANUAL  AND  COURSE  OF  STUDY 


Elementary  Sounds:— 

Continue  the  work  of  previous  grades.  Teach  thoroughly  all  the  diacritical  marks 
as  given  in  Webster’s  International. 


SPELLING. 

(See  second  grade.) 

At  least  half  of  the  work  should  be  written. 

Spell  all  geographical  names  and  names  of  persons  that  occur  in  the  reader. 

Spell  words  in  classified  groups  as  follows:  parts  of  a house,  kitchen  utensils,  garden 
vegetables,  grains,  animals,  trees,  etc.  Also  group  words  ending  in  sion,  tion,  cion ; 
us,  ous ; ur,  ir,  er;  ance,  ants. 

There  should  be  some  study  of  primitive  and  derivative  words.  Some  of  the  most 
common  prefixes  and  suffixes  should  be  learned. 


WRITING. 

Continue  along  the  same  line  as  in  first  grade  and  see  that  all  written  work  is  well 
done ; permit  no  scribbling. 

Under  some  conditions  it  may  be  advisable  to*  begin  use  of  copy-book  as  early  as 
this  grade.  If  so,  note  remarks  under  fifth  grade. 


LANGUAGE. 

Purpose. — Same  as  preceding  grades. 

Oral  Work: — 

Incorporate  new  words  of  reading  lesson  into  sentences. 

Drill  upon  the  use  of  participial  forms  of  break,  catch,  do,  throw,  write.  When  this 
work  is  mastered,  teach  the  adjective. 

Teach  meaning  of  the  terms  singular  and  plural ; uses  of  sit  and  set,  lie  and  lay. 

Place  upon  the  board  such  sentences  as,  It  is  I;  It  is  we;  it  is  they;  Were  you  there? 
There  are  four,  etc.  Have  concert  drill  on  one  of  these  sentences  for  several  days; 
then  introduce  another,  and  so  on. 

This  list  should  include  the  correct  forms  of  common  incorrect  expressions. 
Drill  until  the  child  becomes  so  accustomed  to  the  harmony  of  the  correct  form  that 
the  ear  demands  it. 

Written  Work: — 

Rewrite  short  sentences,  changing  singular  nouns  to  plural  and  plural  nouns  to 
singular.  Make  questions  out  of  these  same  sentences.  Teach  the  use  of  the  comma 
in  a series. 

Give  practice  in  writing: — 

(a)  Names  of  persons  in  full  and  with  initials;  (b)  names  of  months. 

Teach  common  abbreviation0  such  as  Mr.,  Mrs.,  Mich.,  P.  O.,  Dr.,  Prof.,  Gen., 
Pres.,  a.  m.,  p.  m. ; also  those  of  the  days  and  months.  Teach  the  use  of  the  apos- 
trophe  as  a mark  of  abbreviation,  as  in  I’m,  can’t,  don’t,  etc.  Give  plenty  of  drill. 

Teach  the  different  parts  of  a letter  of  friendship;  i.  e.,  heading,  date,  address, 
signature,  and  superscription.  Begin  by  having  pupils  copy  the  following  letter 
form  and  reproduce  it  from  memory  several  times: 


THIRD  GRADE 


Lansing,  Mich. 
Oct.  12, 1901. 


39 


HON.  AARON  T.  BLISS, 

Saginaw,  Mich. 

Dear  Sir, 


Yours  respectfully, 


J.  R.  WHITE. 


(The  usage  of  capitals  and  punctuation  marks  is  in  a state  of  transition,  there  being  good 
authority  for  writing  ’‘Dear  sir”  with  but  one  capital,  and  for  using  either  colon  or  comma 
after  it.  However,  the  above  is  given  as  a good  form.) 


Specimen  Phrases  (for  opening  and  closing)  : — 

“This  is  my  first  attempt  at  letter-writing,  but  I'll  try  to  tell  you,  etc.” 

“I  am  very  busy  with  my  school  work,  but  would  like  to  give  you  an  account,  etc.” 
“Perhaps  you  would  enjoy  a letter  from  your  little  niece,  etc.” 

“Yours  truly,”  “Yours  respectfully,”  “Your  loving  niece,”  etc. 


(Addressed  Envelope.) 


Stamp. 


40 


STATE  MANUAL  AND  COURSE  OF  STUDY 


Outline  for  Reproduction : — 

Let  teacher  read  or  tell  some  story  and  have  pupils  reproduce  it,  both  orally  and 
in  writing,  using  an  outline  similar  to  this: 

1.  Story  read  or  told. 

2.  Imagination — pupils  illustrate  by  pictures. 

3.  Picture-story — told  orally  by  pupils. 

4.  Pupils’  understanding  of  nature  as  connected  with  the  story,  tested  by  question- 

ing and  broadened  by  facts  given  by  teacher. 

5.  Story  reproduced  in  writing. 

As  the  latter  part  of  this  grade  and  the  first  half  of  fourth  grade  is  the  proper 
place  for  the  fable,  the  following  are  suggested  for  the  above  use: — 

The  Boy  who  cried  “Wolf,  wolf!” 

The  Hare  and  the  Tortoise. 

The  Dog  in  the  Manger. 

The  Donkey  in  the  Lion’s  Skin. 

The  Goose  that  laid  the  Golden  Egg. 

The  Thirsty  Crow  and  the  Pitcher. 

The  Wind  and  Sun. 

Little  Red  Riding  Hood. 

The  Fox  and  the  Grapes. 

The  Crane  and  the  Crows. 

The  Town  Mouse  and  the  Country  Mouse. 

The  Boys  and  the  Frogs. 

The  Lion  and  the  Mouse. 

Suggestions : — In  writing  stories  (little  compositions)  require, — 

1.  Correct  form  from  the  first. 

2.  Subject  at  the  top  of  slate  or  paper,  half  way  across  the  page  and  underscored. 

3.  Indentation  of  first  line  of  each  paragraph. 

4.  Hyphen  to  show  the  division  of  a word  at  the  end  of  a line. 

5.  A capital  letter  at  the  beginning  of  each  sentence. 

6.  The  proper  terminal  mark  at  the  close  of  each  sentence. 

7.  The  pupil’s  name  just  below  and  at  the  right  of  the  production. 

(Send  samples  to  the  county  commissioner  from  time  to  time.) 

Write  narrations  and  descriptions: — accounts  of  school  life,  home  life,  daily  occur- 
rences, etc. 


NUMBERS. 

Purpose. — (a)  Mechanical  processes,  (b)  Comparison  of  numbers. 

Drill  on  fundamental  processes  with  numbers  containing  four  figures  as  follows-: — 

1.  Reading  and  writing  of  numbers  with  not  more  than  three  periods.  Roman 

numerals  to  100. 

2.  Frequent  drill  exercises  in  rapid  addition. 

3.  Subtraction  of  numbers  involving  borrowing,  at  first  using  only  two  periods. 

4.  Problems  in  division,  at  first  using  divisors  of  only  one  figure,  then  of  two. 

Have  pupils  use  the  terms  suih,  difference,  minuend,  subtrahend,  multiplicand, 
multiplier,  and  product. 

Review  and  use  tables  already  learned  (U.  S.  money,  liquid  and  dry  measure,  linear 
measure,  and  time-table;,  adding  the  tables  for  counting  and  for  square  measure.  In 
teaching  the  tables,  so  far  as  possible  have  the  unit  of  measure  at  hand  and  let  the 
children  become  familiar  with  it.  Pupils  too  often  find  it  difficult  to  remember 
tables  because  they  mean  nothing  to  them.  A child  has  no  conception  of  a pound 


THIRD  GRADE 


41 


till  he  has  lifted  it.  A foot  rule  divided  into  inches,  a yard  stick,  and  many  other 
measures  may  be  readily  obtained. 

Give  thorough  review  of  “combinations”  used  in  second  grade,  and  complete  the 
fraction  work  begun  there.  Select  and  use  practical  examples  such  as  are  met  with 
in  business  life. 

Notation  and  Numeration:— 

In  reading  numbers  do  not  teach  pupils  to  “begin  at  the  right  and  numerate”  until 
they  reach  the  left  hand  figure.  Teach  the  name  of  the  first  and  second  periods,  and 
the  third,  when  pupils  can  read  numbers  of  tioo  periods  readily.  Take  the  number 
325,132,  for  instance.  Read  325  as  if  standing  alone,  then  name  its  period.  No 
directions  need  be  given  for  132,  except  to  read  as  if  it  stood  alone,  without  naming. 
When  other  periods  are  taken  up,  teach  their  names,  then  give  these  names  to  num- 
bers that  stand  in  them.  Do  not  permit  pupils  to  use  “and”  in  reading  whole 
numbers.  Use  it  only  between  a whole  number  and  its  fraction. 

A useful  device  for  this  work  may  be  called  a 


NUMBER  TRAIN. 

Place  upon  the  board  a figure  like  this:  — 

Th.  U. 


Then  tell  pupils  to  draw  similar  trains  upon  their  slates  and  put  a figure  into  each 
room  of  the  “units  car.”  Bring  these  to  class  and  drill  on  reading  the  numbers 
thus  formed.  Follow  this  with  figures  in  the  “thousands  car”  and  so  on;  but  before 
adding  the  “millions  car,”  drill  on  the  writing  as  well  as  the  reading  of  numbers. 

Comparison  and  Analysis:— 

Continue  the  comparison  of  both  whole  and  fractional  quantities. 

What  part  of  8 is  2?  4?  6? 

Of  10  is  5?  2%?  1?  y2?  14?  (How  many  times  can  each  of  these  be  taken  out 

of  10?  Therefore  what  part?) 

What  part  of  a yard  is  1 ft.  ? 2 ft.  ? % ft.  ? 4 ft.  ? % ft.  ? % ft.  ? 

What  part  of  a dollar  is  10c?  5c?  20c?  30c? 

Give  problems  and  require  solution  by  comparison  as  follows: — 

If  6 apples  cost  5 cents,  what  will  12  cost?  What  will  9 cost? 

( Answer — 10  cents. 

1st  j Analysis.  12  apples  is  twice  6 apples;  therefore  12  apples  cost  twice  5 cents, 
( Answer — 71  cents. 

2d  < Analysis.  9 apples  is  6 apples  plus  3 apples;  therefore  9 apples  cost  5 cents 
( plus  21  cents,  or  71  cents. 

Give  many  problems  similar  to  the  following: 

If  7 books  cost  $8,  what  will  21  books  cost? 

If  I can  buy  6 pens  for  5 cents,  how  many  can  I buy  for  15  cents? 

The  ability  of  third  grade  pupils  to  comprehend  relations  of  quantities  arid  values 
is  surprising.  Give  problems  concerning  one  relation  or  ratio  until  pupils  see  the 
relation  easily  and  quickly,  before  introducing  anotner.  First  give  problems  involv- 
ing the  ratio  of  1 to  2,  then  1 to  3,  then  1 to  4,  etc.  Do  not  at  first  give  abstract  ques- 
tions, but  continue  to  use  freely  the  bundle  of  sticks  to  show  relation  of  units,  the 
circle  and  square  to  'show  relation  of  parts.  Cut  some  rectangular  pieces  of  card- 

6 


42 


STATE  MANUAL  AND  COURSE  OF  STUDY 


board,  the  smallest  one-half  inch  wide  and  one  inch  long.  The  next  one  inch  square. 
The  next  one  inch  by  two  inches.  The  next  one  by  two  and  one-half  inches.  Letter 
them  a,  b,  c,  and  d.  Then  question  the  pupils  something  as  follows : 


\ inch. 

1 inch. 

43 

g a 

g b 

1.  If  a is  1,  what  is  b?  c?  df 

2.  If  b is  1,  what  is  a?  c?  d? 

3.  If  d is  1,  what  is  a?  b?  c? 

4.  If  c is  worth  20  cents,  what  is  a 

worth?  bf  d? 

5.  Divide  an  orange  into  eight  parts. 

How  many  %’s  in  % ? In  ^4  ? 

6.  Put  the  14  and  y8  together;  how  much  have  you? 

7.  Put  the  *4,  and  y8  together;  how  much  have  you? 

8.  If  the  y8  is  worth  2 cents,  what  is  the  % worth?  }4  ? % ? 

9.  If  % are  worth  9 cents,  what  is  % worth? 

10.  If  you  can  buy  % of  an  orange  for  10  cents,  what  is  an  orange  worth? 


These  exercises  are  simply  suggestive.  They  form  the  basis,  however,  for  hun- 
dreds of  questions  and  months  of  work.  “Make  haste  slowly,”  but  let  no  day  pass 
without  some  questions  along  these  lines.  It  is  an  interesting  exercise  to  allow 
pupils  to  take  the  sticks  or  other  material,  and  make  and  solve  problems  suiting  the 
action  to  the  word;  e.  g.,  John  says,  “I  had  24  sticks  and  gave  Mary  y3  of  them  (hand- 
ing them  to  Mary),  Henry  *4  of  them  (handing  them  to  Henry),  and  had  four  left.” 
Following  this  might  be  some  questions;  as,  What  part  of  24  is  4?-  If  John  has  24 
sticks  and  gives  away  yz  and  *4  of  them,  how  many  will  he  have  left?  What  part  of 
them  will  he  have  ieft? 


Give  many  problems  in  addition  and  subtraction  of  mixed  numbers,  but  no  rules ; 
e.  g.,  How  many  are  1 y>  pies  and  2*4  pies?  3 y3  pies  and  2%  pies?  y3  pie  and  % pie? 
$5%  and  $2  y2? 


From  these  concrete  problems  go  to  abstract  ones,  such  as  these: 


( 8* 
Add  <’  3± 


8* 


Subtract 


These  problems  should  be  solved  mentally.  Have  a brief  daily  exercise  for  such 
work. 

The  basis  for  decimal  fractions  can  be  laid  in  this  grade  by  the  use  of  toy  money. 
Many  problems  in  compound  numbers  should  also  be  given. 


Aliquot  Parts: — 

$1  = 100  cents,  'j 
$4  = 50  cents.  | 
= 25  cents.  } 
$i  = 12|  cents.  | 
ItV  = 6i  cents.  J 

Teach  next, — 


fThe  whole  of  anything  = 100  %. 

i of  anything  = 50  % . 
From  this  teach  \ i of  anything  = 25  % . 

i of  anything  = 124  % . 
t iV  of  anything  = % . 


= 20  cents. ) f l of  anything  = 20  %. 

= 10  cents.  From  this  teach  < ^ of  anything  = 10  % . 

$2V  = 5 cents.  ^ ( Jq  of  anything  = 5 %. 


THIRD  GRADE 


43 


Discriminate  carefully  between  100  cents  and  100  %. 

When  the  above  aliquot  parts  are  thoroughly  understood  and  memorized  by  plenty 
of  drill,  teach  thirds  and  sixths. 


PHYSIOLOGY. 

In  teaching  this  subject  only  common  names  should  be  used.  The  work  should  all 
be  oral  and  simple  until  pupils  reach  the  fifth  grade,  then  a book  should  be  used. 
This  oral  teaching  should  be  done  in  connection  with  the  reading  and  language,  and 
should  be  conducted  in  a conversational  manner,  the  teaeher  asking  questions,  the 
pupils  answering  and  telling  their  little  stories. 

Childhood:— 

1.  A child’s  helpless  condition. 

2.  Who  took  care  of  him  and  preserved  his  health? 

Mother,  father,  grand-parents. 

3.  Dangers  to  the  body. 

Fire,  some  playthings,  poisons,  etc. 

4.  General  care  of  the  body. 

Feeding,  bathing,  and  clothing. 

Our  Bodies:— 

1.  What  they  do,— 

Think,  talk,  move,  rest,  sleep,  eat,  drink,  breathe. 

2.  Parts, — 

Head — crown,  back,  sides,  hair,  ears,  face  (forehead,  temples,  cheeks,  chin, 
eyes,  brows,  lids,  lashes,  nose,  mouth,  lips ) . 

3.  Divisions — head,  trunk,  limbs. 

1.  Head. — A bony  box  called  the  skull. 

Show  what  it  contains  and  how  the  brain  is  the  seat  of  thought. 

Teach  preservation  of  the  teeth. 

2.  Trunk. — Chest  and  abdomen. 

Give  simple  description  of  the  chest, — its  position,  how  it  is  made,  and  the 
organs  it  contains. 

Teach  pupils  to  observe  the  general  action  and  use  of  organs,  and  their 
proper  care. 

3.  Limbs: — 

Formation  of  bones  and  joints— peculiar  adaptability  to  use.  (Compare 
with  bones  of  animals.) 

Action  of  muscles. 

Suggestions : — • 

1.  Note  common  habits  that  are  injurious  to  the  throat,  lungs,  and  stomach.  Teach 

the  special  need  of  good  ventilation  in  sleeping  rooms ; give  breathing  exer- 
cises.— See  Appendix. 

2.  Give  some  simple  directions  to  be  followed  in  case  of  apparent  death  by  drown- 

ing; such  as,  loosen  the  clothing  about  the  neck,  jerk  the  patient  up  by  the 
heels,  etc.  In  the  same  way  treat  of  simple  remedies  for  burns,  bruises,  etc.; 
show  what  should  be  done  in  case  of  a severed  artery  or  vein. 

Stimulants  and  Narcotics:— 

Describe  the  effect  of  alcohol  and  tobacco  upon  the  various  vital  organs.  Note 
especially  how  their  use  blunts  the  moral  sense  and  renders  one  incapable  of  right 
action.  Show  that  tobacco  injures  the  youth  more  than  the  adult.  Explain  poison- 
ous nature  of  the  cigaret. 

See  Appendix,  “Suggestive  Oral  Lessons”  Nos.  4-10,  inclusive. 


44 


STATE  MANUAL  AND  COURSE  OF  STUDY 


GEOGRAPHY. 

Purpose. — (a)  To  stimulate  both  observation  and  imagination,  (b)  To  gain  infor- 
mation. 

Natural  features. — If  a river,  creek  or  pond  is  near  by,  teach  right  bank,  left  bank, 
current,  bed,  island,  peninsula,  cape,  bay,  waterfall,  source,  branches. 

Map-drawing : — 

1.  Draw  school  ground  to  scale  of  one  inch  to  the  yard  or  rod. 

Teach  difference  between  a map  and  a picture. 

2.  The  township — scale  one  inch  to  the  mile. 

3.  The  county — scale  one-fourth  inch  to  the  mile. 

4.  The  state — scale  suited  to  drawing  space. 

The  state  idea  should  be  developed  from  idea  of  county  by  teaching  the  number  of 
counties  in  the  state  and  showing  the  insignificance  of  each  compared  to  the  whole 
state. 

Indicate  upon  the  map  the  mineral,  lumber,  and  agricultural  districts,  also  the 
principal  rivers. 

Teach  names  of  townships  in  county  and  direction  on  the  map.  If  convenient, 
have  pupils  at  first  face  the  north*.  This  brings  the  points  of  compass  “right  hand 
east,  left  hand  west.” 

With  ball  or  globe  illustrate  change  of  seasons,  eclipse  and  changes  of  the  moon. 

Use  apple  or  ball  to  illustrate  shape  or  the  earth,  day  and  night  (use  lamp  or 
candle  at  night  or  sunshine  during  the  day,  and  note  the  illuminated  and  the  dark 
portions  as  you  revolve  it).  Show  how  the  sun  gets  back  to  the  east  every  morning. 
A day  and  night  of  twenty-four  hours  is  a natural  day;  from  midnight  to  midnight 
a civil,  or  legal  day. 

In  studying  physical  features  teach  by  actual  observation,  illustrating  by  pictures, 
drawings,  and  molding  board.  Teach  level,  slope;  plain,  prairie;  swamp,  marsh;  hill, 
mountain ; cape,  peninsula,  isthmus. 

Take  class,  if  possible,  to  pond  or  stream  to  teach  natural  features. 

Under  productions,  teach  that  land  produces  plants,  animals,  minerals.  Water  pro- 
duces fish,  sponges,  etc. 


Winds:— 

Direction,  temperature  (daily  record),  effects — heat,  cold. 

Moisture:— 

Dew,  fog,  mist,  rain,  frost,  hail,  snow,  ice. 

Soils:— 

Procure  some  rock,  clay,  sand,  loam,  and  muck,  suited  to  the  following  products: 
wheat,  corn,  oats,  hay,  potatoes,  celery,  onions,  and  fruits.  Bring  soils  in  boxes, 
plant  proper  seeds  and  watch  their  germination. 

Suggestive  Outlines:— 

f Where  produced  in  the  United  States. 

Susar  ' Flotations. 

s ) How  prepared  for  use. 
lUses. 

f Where  grown. 

I Tree.  ' (a)  Fruit.*  (b)  Seeds. 

| Cultivation. 

Coffee  Preparation. 

I Impurities. 

I Uses. 

t Effects  on  the  system,  enlarging  on  the  injurious  effects  upon  the  young. 


THIRD  GRADE 


45 


NATURE  STUDY. 

Continue  study  of  previous  years,  making  work  more  comprehensive. 

Atmosphere : — 

1.  Clouds,  temperature  (using  thermometer) — Why  does  the  mercury  rise? 

2.  Winds — why  they  blow;  benefits  to  man,  injuries  to  man. 

Animals : — 

1.  Appearance,  habits,  uses  to  man. 

2.  The  earth-worm — its  food,  value  to  man.  Compare  with  snail  as  to  food,  pro- 

tection, and  locomotion. 

Plants : — 

1.  Trees — kinds  of  wood;  uses  and  how  prepared  for  use. 

2.  Shrubs — their  difference;  annuals — producing  seeds  only;  biennials — storing 

nourishment.  Twigs  on  different  sides  of  trees,  different  color  of  leaves  on 
different  parts  of  trees,  etc. 


DRAWING. 

Drawing-  from  Objects  and  Designs:— 

1.  Teach  type-forms  from  that  already  taught. 

2.  Spheroids  and  similar  forms.  Use  eggs  and  curves  applied  to  graceful  forms  of 

vases,  over-lapping  coins,  solid  rings,  etc. 

3.  Compound  curves — curves  applied  to  forms  from  nature. 

Oolor: — 

Review  the  six  positives  of  the  spectrum.  Arrange  the  twelve  intermediate  hues 
with  reference  to  the  six  positives,  grouping  each  positive  with  its  two  hues.  They 
are  as  follows:  violet-red,  orange-red;  red-orange,  yellow-orange;  orange-yellow, 

green-yellow;  yellow-green,  blue-green;  green-blue,  violet-blue;  blue-violet,  red-violet. 

Botanical  Drawing: — 

Continue  the  drawing  of  leaf  and  flower ; base,  apex,  margin. 

Paper  Folding:— 

Teach  pupils  to  fold  paper  to  represent  angles  and  plane  figures;  triangle,  square, 
circle,  etc. 

Review  principles  learned  in  preceding  grades,  letting  pupils  make  original  designs, 
using  both  curved  and  straight  lines. 

Teachers  should  also  dictate  new  designs,  using  both  kinds  of  lines. 

(For  designs,  see  fourth  grade.) 


46 


STATE  MANUAL  AND  COURSE  OF  STUDY 


\ 

FOURTH  GRADE. 


Reading — Third  reader  (different  series  from  Arithmetic — First  book.  Elementary, 
third  grade)  and  supple- 
mentary reading. 

Spelling — With  reading  and  other  class  ex-  Physiology — More  comprehensive  work  along 
ercises.  previous  lines  with  some  in- 

struction regarding  the  spe- 
cial senses. 

Writing — Copy-book — according  to  pupil’s  Geography — Study  of  the  earth  as  the  habi- 
handwriting. tation  of  man,  using  first 

text-book  the  latter  half  of 
year. 

Language — Oral,  book  as  a guide.  Drawing — More  varied  use  of  curved  lines- 

with  the  addition  of  pictorial 
drawing. 

NATURE  study  and  science. 

Text-books — Reader,  language  book,  arithmetic,  geography,  and  copy-book. 

Apparatus — Slate,  pencil,  sponge,  pen,  ink,  and  practice  paper. 

Correlation — In  general,  combine  all  the  work  of  this  grade.  In  particular,  combine- 

language  with  reading  and  drawing  with  geography. 


READING. 

Purpose. — The  same  as  in  third  grade. 

Continue  third  grade  methods,  giving  special  attention  to  exact  meaning.  Change; 
words,  punctuation,  and  emphasis,  then  let  pupils  state  the  changes  made  in  shade  of 
thought. 

Teach  pupils  how  to  use  the  dictionary,  and  as  far  as  possible  have  each  own  a small 
copy.  Assign  a word  each  day  lor  study  with  reference  to  pronunciation,  spelling, 
derivation,  and  meaning.  Weave  this  into  the  pupil’s  vocabulary  by  having  him  use 
it  not  only  once,  but  several  times.  Review  each  Friday,  testing  the  pupil’s  ability 
to  use  in  conversation  and  writing,  the  words  learned  during  the  week.  The  avidity 
with  which  pupils  do  such  work,  shows  how  much  they  appreciate  their  extended 
horizon. 

Reading  and  language  should  be  welded  in  this  year. 

Supplemetary  Reading:— 

This  should  include  myths,  American  history  stories,  poems  of  nature,  of  patriotism,, 
and  of  moral  sentiment.  (See  Library  List.) 

Elementary  Sounds: — 

Familiarize  pupils  with  all  the  diacritical  marks.  Have  daily  marking  of  word& 
until  pupils  are  proficient. 


FOURTH  GRADE 


47 


SPELLING. 

Same  as  second  and  third  grades.  Increase  the  amount  of  written  and  diminish 
the  amount  of  oral  spelling.  If  the  reader  used  is  not  fitted  for  spelling  exercises,  a 
speller  may  well  be  introduced  in  this  grade. 


WRITING. 
(See  third  grade.) 


LANGUAGE. 

Purpose. — To  clarify  and  fasten  the  language  work  of  first  three  grades  and  pave 
the  way  for  text-book  work. 

Oral  Work:— 

Review  past  work. 

Teach  the  four  forms  of  nouns,  as — 

Child,  children; 

Child’s,  children’s. 

Give  sentences  containing  such  phrases  as,  of  the  child,  of  the  ship,  of  the  boys,  etc., 
having  pupils  change  to  possessive  forms  of  nouns. 

Teach  the  verb  and  adverb,  giving  lists  of  adverbs  to  be  used  in  sentences. 

Drill  on  use  of  who.  whom,  and  which.  Do  not  enter  into  reasons  for  their  use,  but 
by  drill  in  sentences  train  the  ear  to  demand  the  correct  form  as  heretofore  sug- 
gested. Expand  simple  sentences  by  the  use  of  who,  which,  what;  contract  complex 
sentences  to  simple  ones. 

Distinguish  uses  of  the  following  words:  between  and  among;  carry,  bring,  and 
fetch;  learn  and  teacli;  stop  and  stay;  mad  and  vexed;  like  and  love;  have  and  get; 
awful  and  very;  guess  and  think. 

Teach  new  synomyms  and  common  homonyms;  as,  vane  and  vein;  hue  and  hew; 
right  and  write;  done  and  dun;  hail  and  hale,  etc. 

Teach  use  of  ought  and  ought  not. 

Written  Work:— 

Continue  the  dictation  exercises  and  story  writing  of  the  previous  grade,  and  culti- 
vate the  imagination  by  a reproduction  of  the  history  and  geography  stories,  includ- 
ing tales  of  travel. 

While  the  paraphrasing  of  poetry  is  not  to  be  commended,  it  is  often  well  to  have  a 
pupil  tell  or  write  in  his  own  words  the  story  of  some  narrative  poem.  In  addition 
to  this  work,  drill  on  the  use  of  such  words  as  have  been  studied  in  the  reading  class. 

Continue  letter  writing  with  special  reference  to  business  correspondence.  In  this 
connection  teach  additional  phrases  for  introduction  and  close;  as,  “Yours  of  the  11th 
inst.  is  just  received.”  “I  am  in  receipt  of  yours  of  the  8th  inst.”  “Your  letter  of 
last  week  has  remained  unanswered,”  etc. 

“Very  truly  yours,”  “Very  respectfully  yours,”  “Yours  cordially,”  “Yours  affection- 
ately,” “As  ever,  your  friend,”  etc. 

Introduce  street  number  in  heading  and  on  envelope. 


ARITHMETIC. 

This  Manual  contemplates  two  books  on  this  subject.  The  first  is  now  put  into 
the  hands  of  the  pupils.  If  the  work  of  previous  grades  as  outlined  has  been  thoroughly 
mastered  in  this  grade,  pupils  will  complete  the  book  without  trouble. 


48 


STATE  MANUAL  AND  COURSE  OF  STUDY 


Fall  Term. — This  term  (ordinarily  from  two  and  one-half  to  three  months)  should 

cover  the  following: 

Notation  and  Numeration:— 

The  study  of  these  should  aim  at  rapidity,  so  that  pupils  write  or  read  without 
hesitation  numbers  of  four  periods,  knowing  the  names  of  these  periods  and 
the  orders  in  the  periods.  Give  frequent  practice  in  reading  and  writing 
numbers. 

Addition  and  Subtraction:— 

This  will  consume  but  little  time,  for  pupils  have  had  much  drill  in  previous 
grades.  Allow  no  counting  on  fingers  or  by  marks.  Aim  at  speed  and 
accuracy. 

Multiplication  and  Division:— 

This  work  should  complete  all  the  drill  that  should  ever  be  necessary  for  pupils. 
Give  enough  examples  to  secure  accuracy  and  rapidity.  Remember  to  test 
thoroughly  the  pupils’  knowledge  of  multiplication  tables.  If  they  show  any 
forgetfulness  of  these  tables,  review  them  daily  in  connection  with  the  other 
work. 

Long  Division: — 

This  demands  patient  and  persistent  drill.  Too  often  pupils  make  slow  pro- 
gress because  they  obtain  the  successive  quotient  figures  from  the  answers  of 
the  book.  Here,  as  elsewhere,  give  examples  outside  the  book.  Teach  pupils 
to  notice  and  compare  each  partial  product  with  the  partial  dividend  from 
which  is  to  be  subtracted.  After  the  subtraction  is  made,  let  the  remain- 
der in  like  manner  be  compared  with  the  divisor. 

Scheme  for  Division. — Place  upon  the  board  the  following  form  for  pupils  to 
memorize  and  apply  as  below: 

_8j  253648  | 32331  ] 

24  ® 1 Proof 

18  258648  J 

- 16 

26 

24 

24 

24 


8 


, j See  how  many  times  8 is  contained  in  25. 

* l Three  times. 

9 ( Multiply. 

(3X8  = 24. 

o j See  if  24  can  be  taken  from  25. 

‘ ( It  can. 

, ( Subtract. 

4-  \ 25  - 24  = 1. 

j-  ( See  if  1 is  less  than  8. 
l It  is. 

C.  Bring  down  next  figure. 


FOURTH  GRADE 


49 


Introduce  this  by  working  upon  the  board  several  examples,  letting  the  class  give 
directions  as  you  work.  After  the  above  is  fully  understood,  have  pupils  give  expla- 
nations daily,  using  above  form.  Prove  every  example. 

When  large  divisors  are  used,  the  following  device  for  finding  quotient  figure  may 
be  helpful:  — 

15  | 325,425  | 21,695 
30 


r is 

X 

1 

= 

151 

25 

15 

X 

2 

— 

30 

15 

15 

X 

3 

45 

15 

X 

4 

— 

60 

104 

< 15 

X 

5 

— 

75 

► 90 

15 

X 

6 

= 

90 

15 

X 

7 

= 

105 

142 

15 

X 

8 

= 

120 

135 

.15 

X 

9 

= 

135  J 



75 


By  comparing  the  table  of  products  with  each  partial  dividend,  the  pupil  sees 
immediately  what  to  write  for  the  quotient  figure.  His  multiplications  are  already 
made,  so  that  no  time  is  lost.  Moreover,  this  gives  constant  review  in  the  products 
of  digits,  but  the  teacher  should  soon  lead  pupils  to  discover  the  quotient  figure  by 
inspection,  and  not  permit  too  much  use  of  the  above  device. 

Winter  Term. — The  work  of  the  winter  term  (usually  four  months),  should  cover 
the  following: 

Factoring:— 

Make  the  distinction  between  prime  and  composite  absolutely  clear.  Resolve  num- 
bers into  composite,  then  prime  factors.  Have  pupils  name  and  write  the  prime  fac- 
tors of  numbers  to  100,  and  drill  until  no  mistakes  are  made  in  recognizing  them 
instantly.  A simple  and  easy  plan  is  to  separate  a given  number  into  two  large  fac- 
tors, readily  perceived,  and  treat  these  similarly.  Thus:  72  = 9 X 8;  9 = 3 X 3,  and 
8 = 2 X 2 X 2.  Then,  72  = 3X3x2X2x2.  Review  thoroughly  aliquot  parts  of 
100.  This  will  be  of  great  service  to  pupils  in  many  parts  of  their  subsequent  work. 


Fractions:— 

Addition,  subtraction,  multiplication,  and  division.  This  work  cannot  be  done  too 
thoroughly.  Give  much  drill  on  reduction  of  mixed  numbers  to  improper  fractions  and 
the  reverse. 

Continue  teaching  relations  of  quantity  and  number;  e.  g., 

1.  What  is  the  relation  of  4 to  12?  Ans.,  ± (read  jV  of  4)  or  £. 

What  is  the  relation  of  6 apples  to  18  apples?  12  oranges  to  6 oranges?  8 books 
to  2 books?  5 books  to  8 books?  9 to  12?  7 to  12? 

2.  Introduce  cancellation;  e.  g.,  if  8 books  cost  16c,  what  will  5 books  cost? 

5 ♦ 

Stated:  — — * = 10. 

3.  If  % of  a ton  of  hay  costs  $12,  what  will  % of  a ton  cost?  1 ton?  2 y2  tons? 

$12 

Stated:  (a)  (read  £ of  $12). 


SIX  * & 5 

Stated  and  solved:  (b)  — — = $40. 

A * Z. 

4.  % of  a gallon  of  oil  costs  10c.  What  will  5%  gallons  cost1 


50 


STATE  MANUAL  AND  COURSE  OF  STUDY 


5.  4 acres  of  land  cost  $220.  What  is  the  cost  of  5 acres?  6 acres?  8 acres? 

(Note  the  relation  of  4 to  5,  4 to  6,  4 to  8.) 

6.  What  is  the  relation  of  £ to  £?  Of  £ to  £? 

7.  If  % of  a Tb  of  tea  costs  20c,  what  will  % of  a lb  cost? 

Do  not  give  a feto  of  these  problems,  but  many,  until  certain  that  pupils  understand 
the  principles  so  well  that  they  will  not  be  forgotten.  Repetition  is  the  teacher’s 
branding  iron. 

In  working  problems  many  pupils  are  uncertain  whether  to  multiply  or  divide,  and 
the  following  device  may  be  useful: — 

Problems,— 

1.  If  40  horses  cost  $1000,  what  will  1 horse  cost? 

2.  At  $25  each,  how  many  horses  can  be  bought  for  $1000? 

3.  At  $25  each,  what  cost  40  horses? 

4.  If  % of  a bbl.  of  sugar  costs  $12,  what  cost  1 bbl.? 

5.  At  $16  a bbl.,  how  much  sugar  can  be  bought  for  $12? 

6.  At  $16  a bbl.,  what  costs  % of  a bbl.? 


Device. 


No. 

Cost  of  all. 

Cost  of  1. 

Number 

bought. 

1 

1000 

V 

40 

2 

1000 

25 

V 

3 

? 

25 

40 

4 

12 

9 

t 

5 

12 

16 

6 

9 

16 

i 

Note  that  the  cost  of  all,  when  given,  is  always  divided,  while  the  other  two,  if 
given,  are  always  multiplied. 

Give  several  lessons  in  which  pupils  simply  place  the  numbers  in  the  proper  columns. 
This  will  help  pupils  to  read  problems  more  carefully.  After  the  numbers  are  properly 
placed,  let  the  pupil  bring  down  the  proper  sign  between  the  numbers. 


Spring  Term. — Completion  and  review  of  common  and  decimal  fractions. 

Note. — If  at  the  close  of  this  term  pupils  can  add,  subtract,  multiply,  and  divide  whole 
numbers,  fractions  with  denominators  not  greater  than  20  or  30,  and  handle  with  compara- 
tive certainty  ordinary  decimals,  they  should  begin  the  second  book  in  the  fall  term. 

Make  sure  cf  this  work  before  going  any  further  in  the  book.  It  is  seldom  that  the 
fourth  grade  class  ought  to  complete  the  work  of  the  fir'st  book  in  arithmetic.  Percentage, 
measurements,  and  compound  numbers  belong  to  higher  grade  work  and  have  no  place  in  the 
first  book  in  arithmetic  designed  for  fourth  grade  pupils. 

Much  of  the  difficulty  in  teaching  arithmetic,  is  because  of  the  immaturity  of  the  pupils. 
When  any  lower  grade  work  seems  to  be  too  hard  for  pupiis,  tlwwlse  teacher  will  find 
easier  work  for  them,  and  be  content  to  wait  for  the  development  of  the  child's  powers.  This 
applies  to  good  teaching  in  all  lower  grade  work. 

In  decimals  there  is  nothing  new  to  learn  except  placing  the  decimal  point.  Give 
this  special  attention. 

Suggestion : — Send  class  to  the  board  and  dictate  examples  in  multiplication ; as 
“Multiply  12.568  by  2.6769.  How  many  places  to  point  off  in  the  product?”  Do  not 
wait  for  pupils  to  perform  the  operation,  but  simply  to  discover  the  number  of  places 
to  point  off. 

In  division  teach  to  place  the  point  when  the  proper  quotient  figure  is  found. 


Device: — 

Hook  together  the  right-hand  figure  of  the  divisor  and  the  corresponding  figure  of 
the  dividend,  placing  decimal  point  in  the  quotient  when  that  dividend  figure  is  brought 
down  and  divided;  e.  g. : 


FOURTH  GRADE 


51 


(a)  Divide  25.6845  by  .33. 

Operation. — 


(b)  Divide  35  by  .003. 


Operation. — 


(c)  Reduce  ^ to  a decimal. 

Operation. — 


Exp  lanation, — 

16  is  contained  in  1 no  times;  place  point,  etc. 

When  pupils  are  working  decimals,  they  should  place  a decimal  point  after  every 
whole  number  that  they  write. 

By  these  simple  devices  pupils  will  in  two  or  three  days  learn  to  point  off  accurately. 

Teach  them  the  principle,  “Division  of  numbers  with  like  denominators  gives  whole 
numbers  for  quotients.” 

In  all  work  insist  upon  correct  form.  If  the  sum  of  25  and  15  is  to  be  multiplied 
by  12,  do  not  allow  the  work  to  be  indicated  thus:  25  + 15  = 40  X 12  = 480.  Insist 

upon  a separate  line  for  each  operation;  as, — 

25  + 15  = 40 
40  X 12  = 480 


.33  1 25.6845  | 77.  + 
231 

258 

231 


I 1 

.003  | 35.000 

11666.  + 


I — I 

16.  | 1.00  1 0.  + 


PHYSIOLOGY  AND  HYGIENE. 

Note. — This  work  should  be  oral. 

Review  rapidly  the  -work  of  the  second  grade  and  more  carefully  the  work  of  the 
third.  Teach  the  following: — 

1.  General  outline  of  the  location  and  character  of  the  brain  and  nerves. 

2.  General  outline  of  digestion;  show  some  of  the  changes  that  take  place  in  the 

food,  and  how  the  digested  food  enters  the  blood. 

3.  Explain  the  heart  and  give  a general  outline  of  the  circulation. 

4.  Explain  in  a simple  way  the  functions  of  the  lungs  and  diaphragm;  the  move- 

ments and  purpose  of  respiration — consequent  necessity  of  pure  air. 

5.  In  each  of  the  above  show  the  effects  of  alcohol,  tobacco,  and  other  narcotics. 

6.  In  a limited  way,  teach  the  eye  and  ear,  giving  directions  for  their  care. 

Suggestions : — 

1.  Note  the  use  of  all  the  external  parts  of  the  eye. 

2.  Teach  that  hearing  is  often  impaired  by  throat  trouble,  hence  the  necessity  of 

avoiding  wet  feet  or  other  exposure,  on  this  account  as  well  as  for  general 
health.  Give  directions  regarding  the  removal  of  a foreign  body  from  the  ear. 

3.  Point  out  the  knowledge  gained  through  each  of  the  special  senses,  and  show 

that  taste  and  smell  are  not  for  pleasure  alone.  Teach  that  condiments  and 
peppery  substances,  alcohol  and  tobacco,  impair  the  delicacy  of  taste. 

4.  Show  that  we  learn  the  shape  of  things  by  touch,  not  sight;  teach  care  of  the 

nails  as  a protection  to  the  delicate  finger-tips. 

5.  Teach  care  of  the  nose  and  the  importance  of  breathing  with  the  mouth  closed. 

(See  Appendix,  “Suggestive  Oral  Lessons,”  Nos.  11  and  12.) 


52 


STATE  MANUAL  AND  COURSE  OF  STUDY 


GEOGRAPHY. 

Purpose. — (a)  To  enlarge  the  child’s  idea  of  the  earth  as  a whole.  (&)  To  develop 
his  knowledge  of  commercial  life. 

With  globe  and  maps  teach  rotation  of  the  earth  on  its  axis,  sunrise  and  sunset, 
difference  of  climate  and  of  products,  ocean  routes,  continental  water-ways,  and  other 
natural  routes  of  travel.  Supplement  by  five-minute  outline  maps  drawn  daily  by 
pupils.  Gradually  add  mountains,  rivers,  lakes,  cities,  trunk  railway  lines,  etc. 

This  work  should  enable  pupils  to  read  maps  at  sight;  i.  e.,  the  direction  of  rivers 
will  help  him  to  image  the  ordinary  slopes ; the  mountains  to  image  the  steep  slopes, 
rapid  rivers,  waterfalls,  water-powers,  and  manufacturing  districts. 

In  the  same  way  the  water-ways  to  the  sea  should  suggest  the  commercial  idea 
(exports,  imports)  and  the  consequent  location  of  cities. 

During  this  year  the  pupil  should  do  the  following: 

Draw  a township  map,  and  a county  map.  • 

Township. — Size,  boundary.  (Scale  one  inch  to  the  mile)  — 

(a)  Divide  into  school  districts,  locating  the  schoolhouses. 

(b)  Name  townships  bordering. 

(c)  Name  rivers,  lakes,  hills,  islands. 

(d)  Productions:  — 

1.  For  home  use. 

2.  For  sale. 

3.  Purchased  in  exchange — exports,  imports. 

(e)  Manufactures:  — 

1.  Raw  material — Where  obtained?  How? 

2.  Finished  articles — Use.  How  handled.  Where  sold.  Price. 

(f)  Means  of  communication — roads,  railroads. 

(g)  Important  men  and  women  of  township. 

(h)  Duties  and  election  of  township  officers. 

(i)  History  of  township. 

County.-— Size.  (Scale  one-fourth  inch  to  the  mile.)  — 

(a)  Name  and  boundary. 

(b)  Names  of  townships,  villages,  postoffices. 

(c)  Draw,  locating  county  seat,  (why  so  called),  villages,  postoffices,  rivers,  lakes, 

railroads. 

(d)  Names  of  rivers  and  lakes.  Do  rivers  furnish  water  power?  Explain  springs 

and  source  of  river.  How  hills  were  formed.  The  effect  of  the  “washing”  of 
rivers. 

(e)  Follow  same  outline  as  for  township. 

(f)  County  officers,  duties,  terms  of  office. 

(g)  Have  pupils  write  letters  describing  district,  township,  county. 

Note.— All  this  teaching  should  be  done  as  far  as  possible  with  home-made  maps.  Remem- 
ber that  a child's  like  or  dislike  of  a study  depends  mainly  upon  a teacher's  success  in 
language  and  object  lessons.  A skillful  teacher  in  these  lessons  will  awaken  in  the  child  a 
love  of  nature  and  a desire  to  read  and  to  travel. 

They  should  learn  the  following: 

1.  The  Earth:  — 

(a)  Divisions  of  land. 

(b)  Zones  and  climate. 

(c)  Races  of  men. 

2.  The  Atmosphere:  — 

(a)  Winds. 

(b)  Clouds. 

(c)  Moisture. 

3.  The  Water: — 

(a)  Springs,  lakes,  rivers. 

(b)  Oceans  and  ocean  currents. 


FOURTH  GRADE 


53 


We  suggest  for  reading  the  following  books: 

Seven  Little  Sisters — Ginn  & Co.,  Boston. 

Nature  Stories — Ginn  & Co.,  Boston. 

Seed  Babies — Ginn  & Co.,  Boston. 

World  Reader,  Nos.  1 and  2 — Ginn  & Co.,  Boston. 

Each  and  All — Ginn  & Co.,  Boston. 

All  the  Year  Round — Ginn  & Co.,  Boston. 

Little  Nature  Stories — Ginn  & Co.,  Boston. 

Nature’s  Byways — Morse  Co.,  Boston. 

Geography  for  Young  Folks — Educational  Pub.  Co.,  New  York. 

Little  Flower  Folks — Educational  Pub.  Co.,  New  York. 

Stories  from  Garden  and  Field — Educational  Pub.  Co.,  New  York. 
Stories  of  Industry — Educational  Pub.  Co.,  New  York. 

The  Plant  Baby  and  its  Friend — Silver,  Burdette  & Co.,  Chicago. 
Nature  in  Verse  (very  suggestive) — Silver,  Burdette  & Co.,  Chicago. 
Madam  How  and  Lady  Why — Macmillan  Co.,  New  York. 

Seaside  and  Wayside — D.  C.  Heath  & Co.,  Chicago. 

Friends  in  Feathers  and  Fur — Am.  Book  Co.,  Chicago. 

Familiar  Animals  and  Their  Wild  Kindred — Am.  Book  Co.,  Chicago. 
Nelson’s  Science  Reader — A.  Flanagan,  Chicago. 


SCIENCE  AND  NATURE  STUDY. 

Atmosphere : — 

1.  Wind-belts,  rain-belts. 

2.  Science, — 

Why  moisture  is  dew,  fog,  rain,  hail,  snow. 

What  frost  is,  how  dew  falls. 

Why  we  sometimes  see  the  breath ; why  the  pitcher  sweats,  and  other  phe- 
nomena based  upon  the  same  principle. 

(In  all  this  work,  dwell  upon  the  use  to  man.) 

Animals : 

Birds:  — 

Parts — head,  body,  wings,  legs. 

Nests — kinds  and  places. 

Food — manner  of  procuring, — birds  of  prey,  climbers,  scratchers,  waders,  swim- 
mers, and  divers. 

Plants : 

1.  Seeds — shape,  hard  or  soft,  shell,  wings,  distribution,  etc. 

2.  Flowers — season,  form,  parts. 


DRAWING. 

Purpose. — The  same  as  in  preceding  grades. 

Drawing  from  Objects:— 

Continue  spherical  forms;  use  potato,  tomato,  dumb-bell,  door-knob,  etc.  Develop 
cone  from  pyramid. 

Botanical  Drawing: — 

Continue  work  of  previous  grades. 

Pictorial  Drawing: — 

Teach  plane,  field  of  vision,  center  of  vision,  eye-level ; proportion  of  lines  one  to 
another;  accurate  measurement  of  lines  and  distances, — bisection,  trisection,  quad- 
risection ; estimation  of  various  kinds  of  angles. 

Continue  color  study,  introducing  shades, — warm,  cool;  harmony,  contrast. 

(See  designs  on  next  page.) 


54 


STATE  MANUAL  AND  COURSE  OF  STUDY 


FOURTH  GRADE 


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56 


STATE  MANUAL  AND  COURSE  OF  STUDY 


FIFTH  GRADE. 


Reading — Fourth  reader. 

Spelling — First  use  of  book. 

Penmanship — Copy-book  according  to  pupil’s 
handwriting. 

Language — Preparation  for  technical  gram- 
mar. 


Arithmetic — Second  book  to  decimals. 
Physiology  and  Hygiene — Oral. 
Geography — First  book. 

Drawing — Development  of  creative  faculty. 


NATURE  STUDY  AND  SCIENCE. 

Text-Kooks — In  all  branches. 

Apparatus — Slate,  pencil,  sponge,  pen,  ink,  and  practice  paper. 


Correlation — In  the  primary  work  correlation  begins  by  uniting  the  work  of  reading,  first 
with  language,  then  with  numbers,  etc.,  until  in  the  fourth  grade  the  whole  work  becomes  a 
unit.  In  this  grade  and  succeeding  ones  care  should  be  taken  that,  in  each  subject  taught,  the 
threads  reaching  to  other  subjects  be  woven  together  so  that  the  pupil’s  knowledge  shall  be  like 
a cable  with  no  strands  swinging  loosely  about,  but  with  each  one  helping  to  give  strength 
and  symmetry  to  all. 

In  physiology  fifth  and  sixth  grades  should  do  the  same  work,  reciting  but  twice  each 
week  ii  school  is  large,  alternating  with  grammer  and  geography.  Special  attention  should  be 
given  to  hygiene,  ventilation,  and  narcotics. 

Arithmetic. — Teachers  should  use  judgment  in  the  work  in  this  subject.  The  ordinary 
second  book  in  arithmetic  is  a complete  arithmetic,  while  the  pupils  begin  it  in  the  fifth  grade. 
As  a result  much  of  the  work  is  too  hard  and  should  be  omitted.  In  the  fifth  and  sixth 
grades,  omit  difficult  problems,  comolicated  explanations,  and  impractical  subjects. 

In  all  grades,  up  to  and  including  the  eighth,  omit  the  following : Duodecimals,  true 

remainder,  greatest  common  divisor,  bank  discount — except  finding  the  proceeds,  equation  of 
payments,  alligation  except  averaging,  custom  house  business,  stocks,  and  the  progressions. 

Emphasize  the  occupations,  interest,  partial  payments  (U.  S.  rule),  trade  discount;  meas- 
uring lumber,  grain  in  bins,  hay  in  the  stack  or  mow,  and  wood  of  stove  length. 

Ninth  grade  pupils,  however,  should  review  arithmetic  with  lower  grades  and  they  should 
work  all  difficult  problems,  master  all  explanations , and  might  take  the  omitted  subjects 
mentioned  above. 

Teach  pupils  to  use  “checks”  in  their  work,  especially  should  they  from  this  grade  on  be 
accustomed  to  reading  a problem  and  estimating  the  answer  ; e.  g.,  “What  will  256  yds.  of 
cloth  cost  at  97%  «ents  a yd. V”  The  pupil  should  see  at  once  that  as  each  yard  costs  a 
little  less  than  one  dollar , the  whole  will  cost  a little  less  than  25  dollars.  This  will  pre- 
vent pupils  giving  ridiculous  answers. 

Again.  "What  will  200.75  cords  of  wood  cost  at  $1.05  per  cord?”  A glance  will  suffice 
to  show  that  as  the  cost  per  cord  is  a little  more  than  one  dollar,  the  whole  cost  will 
be  a little  more  than  $200. 

We  wish  to  emphasize  the  value  of  this  kind  of  work,  and  teachers  who  have  not  tried  it 
will  be  astonished  at  the  facility  with  which  pupils  apply  the  idea.  Not  only  will  they 
apply  it  to  arithmetic,  but  they  will  soon  learn  to  read  through  the  lines,  especially  in 
history,  geography,  and  physiology. 


READING. 

Purpose. — (a)  To  perfect  oral  expression,  (b)  To  cultivate  a taste  for  good  literature. 
Up  to  this  time  the  main  object  has  been  to  teach  to  read,  but  the  work  of  the  fifth 
grade  should  be  more  comprehensive  and  assume  more  of  a literary  character.  Study 
carefully  all  the  selections  in  the  reader,  noting  important  historical  and  rhetorical 
allusions.  Choice  selections  should  be  memorized. 

Supplementary  Reading: — 

The  work  suggested  in  the  fourth  grade  should  be  continued,  adding  biography  of 
great  Americans. 

Noted  authors  may  be  studied  in  a limited  way;  when,  where,  and  how  they  lived. 
If  possible,  some  of  their  important  works  should  be  discussed. 

A fourth  reader  of  an  unfamiliar  series  may  be  profitably  used  for  sight  reading. 

(See  library  list.) 


FIFTH  GRADE 


57 


(Note. — Pupils  should  be  encouraged  to  make  free  use  of  the  dictionary.  For  convenience 
have  a “dictionary  shelf”  from  which  the  book  is  seldom  taken,  but  to  which  pupils  may  go 
without  special  permission.) 


SPELLING. 

If  not  already  introduced,  a speller  should  now  be  used.  No  one  method  can  be 
said  to  be  the  only  one,  but  from  this  point  the  teaching  of  spelling  involves  more 
than  the  mere  conning  of  letters.  It  is  of  little  value  that  pupils  spell  words  which 
they  'cannot  use.  Hence,  use  of  words  in  sentences  should  form  one  of  the  important 
parts  of  the  work.  Their  meaning,  derivation,  and  growth  should  also  receive  atten- 
tion. It  is  not  to  be  understood  from  this  that  every  new  word  should  be  thus  studied, 
but  enough  such  work  should  be  done  to  give  pupils  a taste  for  it. 

Another  and  very  important  result  from  such  study  as  secures  accurate  spelling  is 
the  resulting  mental  discipline.  Accuracy  signifies  power  of  concentration, — the  power 
that  distinguishes  the  scholar. 

Method: — 

Most  of  the  spelling  should  be  written.  Oral  spelling  may  be  used  about  twice  a 
week  for  review  and  drills  in  pronunciation  and  articulation.  In  such  work  insist 
that  every  word  be  correctly  pronounced  and  clearly  enunciated.  Indeed,  make  this 
a feature  of  all  oral  spelling.  If  this  is  difficult,  pupils  should  for  a time  be  required 
to  pronounce  each  syllable.  The  teacher  should  be  sure  of  her  own  pronunciation.  She 
should  never  distort  a word  to  assist  in  its  spelling.  Words  should  be  pronounced  but 
once  and  but  one  trial  be  allowed.  Make  this  rule  invariable. 

When  possible,  either  give  the  word  in  a sentence  or  have  pupils  do  so. 

Give  special  drill  upon  hard  words  and  the  pronunciation  of  those  ordinarily  mis- 
pronounced. 

Devices:— 

1.  Have  pupils  form  other  words  from  a given  word  or  sentence. 

2.  Pronounce  the  singular,  having  pupils  spell  the  plural  and  possessive. 

3.  Place  upon  each  pupil’s  desk  a five-point  star,  and  each  Friday  mark  upon  one 

point  the  number  of  words  missed  by  pupil  during  the  week.  Whenever  the 
points  are  filled  with  ciphers,  showing  no  words  missed  for  five  weeks,  give 
the  pupil  a badge  to  wear  as  a “star  speller”  until  he  misses  a word,  when 
another  star  is  commenced. 

4.  Keep  exact  record  of  words  missed  each  month  and  send  to  commissioner  the 

names,  ages,  grade,  and  number  of  words  missed  by  each  pupil. 

5.  Have  occasional  spelling-down  contests. 

These  are  a few  of  the  many  devices  that  may  be  used  to  create  an  interest  in  this 
subject. 

Finally,  never  be  impatient  with  the  poor  speller,  but  encourage  by  showing  him 
how  to  study  spelling. 


LANGUAGE. 

Do  not  yet  make  use  of  formal  definitions,  but  such  as  are  taught  should  be 
thoroughly  learned. 

Continue  the  work  of  the  preceding  years,  emphasizing  written  exercises. 

Reproduce  in  writing  memorized  literary  gems. 

Teach  the  business  forms  for  ordinary  receipted  bills,  receipts  for  money,  and 
promissory  notes. 

Drill  upon  the  marks  of  punctuation  already  taught  and  call  attention  to  the 
simpler  uses  of  semicolon. 

Distinguish  between  the  uses  of  the  following:  bad,  evil,  ill;  couple,  several,  few; 
faded,  withered;  little,  small;  fresh,  new;  funny,  strange;  cunning,  tiny;  bad,  badly. 

A language  book  might  be  used  during  the  spring  term. 

8 


58 


STATE  MANUAL  AND  COURSE  OF  STUDY 


ARITHMETIC. 

If  the  suggestions  for  the  previous  years  have  been  followed,  there  will  be  little 
trouble  in  the  work  of  the  second  book  in  arithmetic.  Systematic  analysis  should 
be  taught  in  this  year  and  carried  through  the  succeeding  years.  Previous  work 
has  dealt  largely  with  the  “how;”  let  it  now  include  the  “why”  also. 

In  this  work  there  should  be  close  attention  to  statement  and  logic.  Allow  no 
loose  statements  for  such  problems  as,  If  one  orange  costs  5c,  how  many  can  I buy 
for  25c?  Do  not  allow  pupils  to  say,  “Since  one  orange  costs  5c,  I can  buy  as  many 
for  25c  as  5c  is  contained  times  in  25c,  or  as  many  as  25c  4-  5c.”  This  is  not  a logical 
statement.  The  statement  should  be,  “Since  5c  will  buy  one  orange,  25c  will  buy,  etc.” 

Guard  also  against  the  following  common  errors:  3 cents  times  5;  12  feet  length 

X 4 ft.  width  = 48  square  ft.;  $25  4-  5 days  = $5  a day. 

Attention  is  called  to  the  following  extract  from  the  Report  of  Committee  of  Fifteen, 
regarding  mental  arithmetic: — 

“Your  committee  is  of  the  opinion  that  the  so-called  mental  arithmetic  should  be 
made  to  alternate  with  written  arithmetic  for  two  years,  and  that  there  should  not 
be  two  daily  lessons  in  this  subject.” 

Fall  Term:  — 

Fundamental  operations,  definitions,  and  rules.  Factoring,  common  divisor,  greatest 
common  divisor ; multiples,  common  multiple,  least  common  multiple. 

Throughout  fractions,  and  in  many  other  subjects,  cancellation  is  of  great  importance 
and  should  be  much  used. 

Winter  Term: — 

Fractions. — reduction,  addition,  subtraction,  multiplication,  and  division. 

Lead  pupils  to  see  that  the  value  of  a fraction  varies  with  operations  performed 
upon  numerator  or  denominator  as  does  the  quotient  with  like  operations  upon  divi- 
dend and  divisor.  Pupils  should  reduce  by  inspection  any  fractions  whose  common 
denominator  does  not  exceed  150  or  200.  Teach  business  methods  of  handling  fractions. 
In  addition  or  subtraction  never  allow  pupils  to  reduce  mixed  numbers  to.  improper 
fractions.  In  multiplying  together  whole  or  mixed  numbers  with  small  denominators, 
seldom  reduce  to  improper  fractions,  but  try  this  form: 


251/2 
12%  ' 


% X 25  = 16% 

% X 1/2  = % 

12  X 251/2  —306 


12%  X 251/2  =323 


This  is  not  difficult  when  pupils  are  taught  that  the  expression  12%  times  25%, 
means  25%  taken  12%  times. 

Spring  Term: — v 

During  a part  of  this  term  use  problems  that  give  practice  in  articles  of  commerce 
bought  and  sold  by  the  hundred-weight,  by  the  thousand  and  the  ton;  such  as  beef, 
pork,  lumber,  shingles,  hay,  etc.  For  the  remaining  part  of  the  term,  review  fractions 
and  apply  them  to  practical  problems. 


FIFTH  GRADE 


59 


GEOGRAPHY. 


In  taking  up  the  text-book  do  not  let  its  use  divert  the  attention  from  the  central 
thought  of  geography  study — the  earth  as  a habitation  for  man. 

Pay  special  attention  to  the  following: 

1.  Map  drawing  continued,  giving  attention  to  physical  features  and  detail. 

2 Ooast  lines  ) Advantages  to  man. 
z.  ooast  lines  j Disadvantages  to  man. 


Drainao-P  S Atlantic  system. 

Drainage  j Pacific  system. 

Man’s  struggle: — 

f Food. 

(a)  For  subsistence]  clothing. 

LFuel. 
f Ships. 

| Steamboats. 

(b)  For  transportation  Bridges. 

| Tunnels. 
(^Railways. 

'The  home. 

Travel. 

Education. 

Commerce. 

Cities. 

..Society. 


5.  Man’s  reward 


Suggestion. — Make  continual  use  of  the  imaging  faculty.  When  a description  is 
read,  have  pupils  image  the  picture.  Make  the  nine  a measure  of  distances  below 
one  hundred  miles.  The  church  steeple  or  flag  pole  a measure  of  distances  in  feet,  etc. 


SCIENCE  AND  NATURE  STUDY. 

In  the  study  of  plants  and  animals,  give  more  attention  to  types  and  comparative 
study. 

Atmosphere : — 

1.  Weight — illustrations. 

2.  Value  to  man, — 

(a)  To  purify  the  blood. 

(b)  To  carry  rain  clouds. 

(c)  To  dry  clothes,  etc. 

3.  Science, — 

(a)  Why  a ball  floats. 

(b)  Why  the  pump  raises  the  water. 

(c)  Why  the  barometer  falls  or  rises. 

(d)  Why  we  can  see  in  a shadow,  etc. 

Animals : — 

1.  Those  that  store  food  and  those  that  do  not. 

2.  Coverings — changes  in  covering  for  different  seasons;  value  of  wool,  fur,  skins, 

and  shells  in  commercial  life. 

Plants : — 

1.  Buds  as  wholes — position,  arrangement,  size,  form,  color* 

2.  Leaves  in  bud — position,  arrangement,  etc. 

3.  Flowers — position,  arrangement,  etc. 

Insects : — 

The  house-fly  and  honey-bee;  observe  the  larval  stage,  methods  of  procuring  food, 
habits,  etc. 


60 


STATE  MANUAL  AND  COURSE  OF  STUDY 


PHYSIOLOGY  AND  HYGIENE. 

(See  fourth  grade.) 

Note. — If  three  hooks  in  physiology  are  used,  the  primer  might  be  introduced  in  this 
grade;  but  better  restrtts  are  obtained  with  two  books,  the  elementary  in  the  sixth  grade,  and 
the  second  book  in  the  seventh  grade. 


DRAWING. 

Purpose. — To  perfect  work  of  previous  grades  and  to  develop  the  creative  faculty. 

Drawing  from  Objects: — 

Use  bowl,  inkstand,  pail,  fruit-can,  goblet,  jug,  etc. 

Encourage  pupils  to  originate  decorative  forms.  These  can  be  first  cut  from  folded 
paper  similar  to  those  placed  upon  pantry  shelves  by  the  thrifty  house-wife,  then 
drawn. 

Pictorial  Drawing:— 

1.  Teach  guide-line,  line  of  direction. 

2.  Effect  of  distance, — 

(a)  As  to  size. 

(b)  Horizontal  planes — below  the  eye  seem  to  rise,  above  the  eye  to  fall. 

(c)  Foreshortening,  governed  by  the  line  of  direction. 

( d ) Convergence. 

For  designs,  see  sixth  grade. 


PENMANSHIP. 

The  child  has  now  reached  the  period  at  which  writing  should  be  studied  as  an  art. 
The  first  work  of  succeeding  grades  is  to  secure  smpoth  and  rapid  movement.  Exact 
forms  of  letters  is  not  therefore  of  the  most  importance. 

There  should  be  daily  drill,  after  which  copy  boQks  should  be  used  to  show  daily 
progress.  For  common  practice,  use  practice  paper  without  copies.  At  the  beginning 
^joi  the  term  have  each  pupil  write  a stanza  of  America,  and  each  succeeding  month 
re-write  it,  preserving  for  comparison.  These  may  be  pasted  upon  a yard  of  black 
cambric  and  hung  upon  the  wall  for  public  inspection. 

Position:— 

See  that  pupils  sit  in  good  position.  No  weight  of  the  body  should  rest  upon  the 
2 arm  that  does  the  writing,  but  the  body  should  be  supported  by  the  muscles  upon  the 
. opposite  side.  For  instance,  if  a person  writes  with  the  right  hand,  the  left  foot 
should  rest  firmly  upon  the  floor  and  the  body  be  sustained  by  the  muscles  of  the  left 
side  of  the  body. 

Movement:— 

Practice  the  muscular  or  forearm  movement.  This  means  that  the  arm  should 
move  upon  the  muscle  and  tEe"  fingers  retain  an  unchanged  position.  Have  pupils 
place  the  forearm  upon  the  desk  with  the  palm  of  the  hand  lying  flat.  Then,  with- 
out moving  the  arm,  close  the  hand  loosely,  bringing  the  first  joints  of  the  fingers 
upon  the  desk.  With  the  hand  in  this  position  move  it  back  and  forth  as  far  as 
possible  without  moving  the  sleeve.  This  constitutes  the  muscular  movement, — the 
movement  of  good  penmanship.  Practice  this  movement  several  minutes  each  day 
with  nothing  in  the  hand,  then  with  pen  or  pencil,  tracing  short,  straight  lines. 

After  a few  exercises,  have  pupils  use  pen  and  ink,  making  a straight  hair-line. 


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FIFTH  GRADE 


61 


Practice  the  Following:— 

1.  Stopping  and  starting  while  tracing  a line. 

2.  Combination  of  straight  and  curved  lines. 

3.  Regular  flowing  movements  of  ovals. 

4.  Counting  for  pupils  so  that  a regular  movement  will  be  acquired. 

The  exercises  for  this  work  are  many,  and  the  following  are  merely  suggestive:  — 
One  point  must  be  emphasized;  that  is,  an  exercise  is  valuable  in  proportion  as  it  is 
mastered.  Give,  therefore,  few  movements,  but  master  them. 

It  is  not  the  province  of  tnis  manual  to  attempt  to  sustain  the  claims  either  for  or 
against  any  system  of  penmanship,  but  the  fact  that  good  penmanship  can  be  acquired 
only  by  persistent  practice  must  not  be  overlooked.  The  success  of  pupils  will  be 
measured  by  the  amount  of  practice  given  to  these  and  other  exercises. 

Vertical  Writing: — 

1.  Observe  that  the  downward  stroke  only  is  vertical,  the  upward  stroke  taking  an 
angle. 

2.  See  that  all  downward  strokes  are  parallel. 

3.  Close  the  o’s  at  the  top. 

4.  When  the  muscular  movement  is  well  established,  combine  with  it  the  finger- 
movement. 


62 


STATE  MANUAL  AND  COURSE  OF  STUDY 


SIXTH  GRADE. 


Reading — Fourth  reader  (different 
series  from  fifth  grade.) 

Spelling — Speller. 

Penmanship — Copy-book. 

Language — First  book. 

NATURE 


Arithmetic — Decimals,  denominate  numbers, 
bills,  etc.  (See  fifth  grade.) 
Problems  carefully  explained. 

Geography — Half  of  second  book. 

Physiology  and  Hygiene — Second  book.  ?- 

/ 

Drawing- — Use  of  objects. 

AND  SCIENCE. 


Text-books — In  all  branches. 

Apparatus — Slate,  pencil,  sponge,  pen,  ink,  and  practice  paper. 


READING. 

In  the  sixth,  seventh,  and  eighth  grades  the  attention  should  be  divided  between 
punctuation,  figures  of  prosody,  and  literary  contents  with  special  reference  to  the 
ingenuity  of  those  devices  of  style  that  are  used  to  produce  a strong  impression  on 
the  reader.  As  literary  study  is  the  highest  phase  of  reading  work,  its  prominence 
should  increase  Avith  each  succeeding  grade. 

Supplementary  Reading: — 

Systematic  study  of  classics  may  now  be  commenced.  The  following  course  is  sug- 
gested for  the  sixth,  seventh,  and  eighth  grades: 

Sixth  Grade:  — 

First  term, — Legend  of  Sleepy  Hollow;  The  Huskers. 

Second  term,— Grandfather’s  Chair ; We  are  Seven. 

Third  term, — Hiawatha;  Barefoot  Boy. 

Other  selections  might  be  made  from  the  following  list:  Irving’s  Sketch-Book, 

Among  the  Hills,  Rip  Van  Winkle,  Pied  Piper  of  Hamelin. 

Seventh  and  Eighth  Grades,  First  Year: — 

First  term, — Tanglewood  Tales;  Cotter’s  Saturday  Night. 

Second  term, — Dickens’  Christmas  Carol;  Snowbound;  Among  the  Hills. 

Third  term, — The  Alhambra;  Evangeline. 

Selections  might  also  be  made  from  the  following:  Launching  of  the  Ship,  Courtship 

of  Miles  Standish,  Enoch  Arden,  The  Great  Stone  Face. 

Second  Year: — 

First  term, — Gray’s  Elegy;  The  Deserted  Village;  Lady  of  the  Lake. 

Second  term, — The  Vision  of  Sir  Launfal;  The  Prisoner  of  Chillon. 

Third  term, — Julius  Caesar  ; Speech  on  Conciliation  of  the  Colonies. 

Selections  might  also  be  made  from  the  following:  Webster’s  Bunker  Hill  Oration, 

The  Ancient  Mariner,  Fortune  of  the  Republic. 

Spelling:— 

See  fifth  grade. 

Penmanship: — 

See  fifth  grade. 


SIXTH  GRADE 


63 


LANGUAGE. 

As  in  the  fifth  grade,  much  attention  should  be  given  to  written  exercises.  These 
should  include  imaginative  journeys,  pleasure  excursions,  biographical  sketches,  and 
local  matters  of  interest. 

Much  care  should  be  taken  that  definitions  Are  fully  understood  and  thoroughly 
memorized. 

Analvze  many  sentences  without  the  diagram ; its  continual  use  obscures  the  pupil’s 
analytical  insight. 


ARITHMETIC. 

Fall  Term: — 

The  ordinary  fall  term  of  three  months  should  be  sufficient  time  for  the  mastery 
and  completion  of  decimals.  Make  clear  and  fasten  in  pupils’  minds  the  laws  that 
fix  the  decimal  point.  (See  fourth  grade  suggestions.)  In  pointing  off  in  multiplica- 
tion and  division,  never  allow  a pupil  to  guess  at  it.  Constantly  ask,  “Why  do  you 
place  the  point  there?” 

In  writing  decimals  let  the  names  of  the  first  six  decimal  places  be  thoroughly 
mastered,  and  allow  no  “cutting  and  trying.”  Pupils  should  be  able  to  give  instantly 
the  number  of  places  to  point  off  for  tenths,  hundredths,  thousandths,  etc.  Try  the 
following  with  class  at  the  board: 

Simply  naming  figures,  teacher  says:  “Write  2-3-5-4-0.”  (Pupils  write.) 

Teacher  explains  that  “Ready — Point!”  will  be  the  signal  for  entire  class  to  be 
ready  for  pointing  off,  then  says,  “Make  it  thousandths”  (pause)  “Ready — Point!” 

(Pupils  place  point  in  unison.) 

“Erase  point — Ten  thousandths”  (pause),  “Ready — Point!” 

“Erase — Hundredths”  (pause),  “Ready — Point!”  etc. 

Teach  thoroughly  how  to  reduce  common  fractions  to  decimals  and  the  converse. 

Give  many  problems  in  U.  S.  money. 

Winter  Term: — 

If  the  fall  term  has  been  long  enough  (not  less  than  three  months)  to  finish  deci- 
mals, the  work  for  this  term  will  consist  in  learning  and  applying  the  tables  of  meas- 
ures of  extension,  capacity,  weight,  time,  etc. 

As  the  fifth  and  sixth  grades  are  largely  occupied  in  teaching  pupils  the  mechanics 
of  numbers,  continue  to  teach  “business  methods.”  Drill  on  the  following: 

1.  To  multiply  24,  27,  etc.,  by  a multiplier  which  is  an  aliquot  part  of  10  or  100: — 

(a)  By  33%  or  i/3  of  100, — 

24  X 100  = 2400 

24  X 331/3  = % of  2400  = 800. 

27  X 100  = 2700 

27  X 331/3  = 1/3  of  2700  = 900. 

Variations  of  above, — 


By 

321/3,- 

321/3 ; 

J=Z 

331/3 

— 

1 

24 

X 

331/3 

800. 

24 

X 

321/3 

— 

800  — 24  = 776 

27 

X 

321/3 

(i/3  of  2700)  — 27 

By 

341/3,- 

341/3 

— 

331/3 

+ 

1 

24 

X 

331/3 

= 

800. 

24  X 34%  — 800  + 24  = 824 

27  X 341/3  = (i/3  of  2700)  + 27  = 927. 


64 


STATE  MANUAL  AND  COURSE  OF  STUDY 


(b)  By  12%,— 

12 y2  = % of  ioo 
24  X 12%  = % of  2400  = 300. 


. (c) 


Other  similar  multipliers, — 

13y2  = 12y2  + 1 

ny2  = i2y2  — i 

6%  = 12 y2  ^ 2. 

By  37% 

37%  = % of  100 
24  X 37%  = % of  2400  = 900. 


2.  To  multiply  by  some  number  whose  component  parts  are  aliquot  parts  of  10  and 
100:  — 

(a)  By  38%,— 

38%  = 33ys  + 5 

24  X 38%  = (%  of  2400)  + % of  (10  X 24)  = 920. 

(b)  By  42%,— 

42%  = 37%  + 5 

24  X 42%  = (%  of  2400)  + % of  (10  X 24)  = 1020. 


Other  similar  multipliers, — 

15  = 10  + (%  of  10) 

-17%  = 10  + 5 + (%  of  5) 

27%  = 20  + 5 + (%  of  5). 

3.  To  multiply  by  99:  — 

99  = 100  —1 

24  X 99  =2400  — 24  = 2376. 

4.  To  multiply  together  two  mixed  numbers  when  the  whole  numbers  are  alike  and 

the  sum  of  the  fractions  equals  a unit:  — 

5%  X 5%  = ? 

I ( or  1 X 5 ) 

4 ' > or  6 X 5 = 30 

O X 5 ; 4X4  ===: 

30 /v 

Hence  the  rule, — 

Multiply  the  whole  number  by  itself  plus  one  and  add  the  product  of  the 
fractions,  using  this  form:  — 

5% 

5% 


6X5+(|Xi)  = 30/V 

5.  To  multiply  a number  of  two  digits  by  11:  — 


(a) 


2 4 

1 1 


m 4 

2 UJ 


(b) 


2 9 

If  1 

m 9 

2 L9J 


2 6 4 


3 19 


Hence  the  rule, — 

Between  the  tens  and  units  of  the  given  number  insert  their  sum.  If  this 
sum  be  more  than  9,  add  1 to  the  tens  of  original  number. 


SIXTH  GRADE 


65 


C.  To  divide  by  any  number  which  is  an  aliquot  or  a fractional  part  of  10  or  100: — 

(a)  2500  -4-  100  = 25 

(b)  2500  331/s  = 3 X 25  = 75 

(c)  2500  r 50  = 2 X 25  = 50 

(d)  2500  v 20  = 5 X 25  = 125 

(e)  2500  + 75  = 2500  4-  (f  of  100)  = f times  25  = 331 

(f)  2500  + 371  = 2500  + (f  of  100)  = £ times  25  = 66£. 

Other  similar  divisors: — 

66%  = % of  100 
621/2  = % of  100 
871/2  = % of  100. 

Give  exercises  in  reduction,  addition,  subtraction,  multiplication,  and  division  of 
compound  numbers.  Have  pupils  explain  problems  daily. 

Give  much  drill  on  problems  relating  to  measurements  of  surface,  such  as  plaster- 
ing, carpeting,  papering,  etc.  Require  pupils  to  measure  room  and  make  some 
problems  of  their  own. 

Spring  Term: — * 

Board  and  timber  measure;  examples  relating  to  measurements  of  bins,  timber, 
walls,  cellars,  wood-piles,  areas,  and  solids  of  all  kinds.  Give  a large  number  of 
practical  examples  that  will  make  pupils  familiar  with  these. 

Give  many  exercises  for  mental  drill.  Let  the  unit  of  comparison  be  the  square 
foot.  Say  nothing  of  square  inches. 

Problem. — How  much  lumber  in  a 2 X 4,  16  ft.  long?  In  this  case  imagine  the 
piece  cut  into  two  strips  4 in.  wide,  making  a board  8 in.,  or  % ft.  wide.  Every  foot 
of  length  is  then  £ of  a foot  of  lumber;  16  ft.  of  length  is  %3-,  or  10f  ft. 

Applications, — 

(a)  How  many  feet  of  lumber  in  a 2 X 8,  1 ft.  long?  Ans.,  f ft. 

In  a 3 X 9,  1 ft.  long?  Ans.,  2%  ft. 

Ina4  X 10?  Ina6  X 8?  Ina2  X 4?  In  a 10  X 12?  Ina5  X 6? 

(b)  How  many  feet  of  lumber  in  a 9 X 12,  40  ft.  long?  Ans.,  9 X 40  = 360. 

(c)  How  many  feet  of  lumber  in  an  8 X 6,  24  ft.  long?  Ans.,  4 X 24  = 96. 

Note. — Insist  that  pupils  work  these  mentally.  Do  not  stop  with  one  or  two  exercises. 


GEOGRAPHY. 

In  making  a study  of  any  country  give  special  attention  to, — 

(a)  Productive  regions  and  their  products. 

(b)  Exports — resulting  from  surplus  of  products. 

Imports — resulting  from  deficiency  of  products. 

(c)  Navigable  rivers,  lakes,  canals,  railways,  and  harbors,  as  determining  promi- 

nent commercial  centers. 

(d)  Native  animal  and  vegetable  life,  and  mineral  deposits. 

Alternation: — 

In  schools  having  but  one  teacher  the  number  of  recitations  may  be  lessened  by 
combining  certain  classes.  It  is  not  necessary  to  make  two  classes  in  the  second 
book  in  geography.  In  case  there  are  both  sixth  and  seventh  grades,  let  the  sixth 
grade  do  seventh  grade  work,  completing  latter  part  of  geography  in  sixth  year. 
Then  the  following  year,  have  this  grade  (now  the  seventh)  do  sixth  grade  work, 
completing  first  half  of  book  with  the  new  sixth  grade. 

9 


66 


STATE  MANUAL  AND  COURSE  OF  STUDY 


DRAWING. 


Drawing-  from  Objects:— 

Purpose. — Same  as  fifth  grade. 

1.  Practice  in  free  hand,  circle,  and  curve  drawing  may  be  gained  from  such  figures 
as  the  hollow  cylinder. 

( a ) Front  view. 

(b)  Turned  to  the  right. 

(c)  Turned  to  the  left. 

2.  Make  similar  drawing  of  the  cube  both  below  and  above  the  eye. 

Elements  of  Perspective:— 

These  should  be  applied  to  the  drawing  of  room  interiors,  residence  streets,  etc. 

Teach  convergence  to  a point  and  continue  the  study  of  distance  effects. 

( See  designs  on  next  page. ) 


NATURE  STUDY. 

In  this  grade  the  work  should  deal  more  with  nature  and  science  in  their  classified 
forms. 

Animals : — 

Study  of  types, — 

( a ) Mollusks. 

(b)  Radiates. 

(c)  Articulates. 

(d)  Vertebrates. 

( 1 ) Reptiles. 

( 2 ) Fishes. 

( 3 ) Birds. 

(4)  Mammals. 

Mineralogy : — 

Soils,  rocks,  fossils,  coal  measures,  precious  stones. 

Physics : — 

Rainbow,  spectacles,  spy-glass,  miscroscope. 

Many  easy  experiments  may  be  made  to  show  pressure  of  the  air  and  water,  expan- 
sive power  of  heat,  etc.  If  the  teacher  has  no  book  on  this'  subject,  see  “Easy  Experi- 
ments in  Physics,”  by  Preston  Smith,  which  is  a work  of  merit  specially  prepared  for  ele- 
mentary science,  published  by  the  Morse  Co.,  Chicago,  at  45c,  postpaid. 

N.  B. — The  Michigan  Agricultural  College  prepares,  for  free  distribution,  bulletins  along 
certain  lines  of  nature  study,  and  any  teacher  desirous  of  obtaining  them  as  an  aid  'in  this 
work  can  do  so  by  corresponding  with  the  secretary,  A.  C.  Bird,  Lansing. 


PHYSIOLOGY  AND  HYGIENE. 


The  first  book  in  this  subject  should  be  completed  in  this  grade. 


SIXTH  GRADE 


67 


J 


SIXTH  GRADE 


69 


COMMERCIAL  GEOGRAPHY. 

In  the  study  of  geography  give  to  the  pupil’s  knowledge  breadth  and  vitality  by 
teaching  commercial  geography, — the  interchange  of  natural  and  manufactured  pro- 
ducts. Teach  also  how  the  present  conditions  of  living  have  been  made  possible  only 
by  the  educated  intellect.  Show  the  practical  and  commercial  value  of  science,  thus 
fortifying  against  the  fallacy  that  a broad  education  is  simply  ornamental. 

Plant  the  seeds  of  respect  for  labor  by  illustrating  how  large  a portion  of  the  value 
of  products  is  due  to  it;  on  tne  other  hand,  teach  respect  for  capita1  by  showing  that 
the  great  enterprises  of  the  world  cannot  be  carried  on  without  large  sums  of  money. 
There  is  no  more  important  work  resting  upon  the  teachers  of  today  than  this  teach- 
ing of  the  interdependence  of  labor  and  capital,  with  the  reciprocal  duties  of  each. 

Below  are  some  suggestive  outlines  which  the  progressive  teacher  should  not  only 
use,  but  enlarge  upon. 

Cotton:— 

American  cotton  is  superior  to  any  other.  Its  product  in  1894  exceeded  $210,000,000. 
Sea-island  cotton,  grown  on  the  islands  off  the  coast  of  South  Carolina,  Georgia,  and 
Florida,  is  the  finest  in  the  world.  Its  quality  is  changed  when  attempts  are  made 
to  raise  it  on  the  mainland. 

Cotton-Seed : — 

Until  1852  the  seed  of  cotton  was  considered  worthless;  it  is  now  a valuable  com- 
modity and  a staple  article  of  commerce.  Its  products  are, — 

1.  Cotton-seed  meal,  used  as  a fertilizer  and  as  food  for  cattle.  Its  hull  makes 

excellent  fuel,  and  the  ash  resulting  from  its  combustion  is  manufactured  into 

potash. 

2.  Cotton-seed  oil,  when  highly  refined,  is  the  equal  of  olive  oil  and  has  largely 

superseded  it  in  many  parts  of  this  country. 

3.  Stearine,  the  fatty  part  of  the  oil,  is  used  in  the  manufacture  of  butterine,  cotto- 

lene,  and  the  adulteration  of  lard. 

In  1894  the  exports  of  cotton-seed  oil  and  its  products  was  $14,000,000. 

Iron: — 

Found  in  nearly  all  parts  of  the  world;  but  the  United  States,  Great  Britain,  and 
Germany  produce  four-fifths  of  the  world’s  supply.  In  1894  the  United  States  exported 
nearly  $30,000,000  of  iron  and  steel  goods,  and  imported  nearly  $20,000,000,  mostly 
from  England.  Its  different  products  are, — 

1.  Cast-iron,  which  contains  four  or  five  per  cent  of  carbon  and  is  very  brittle. 

2.  Malleable,  or  wrought  iron,  which  contains  no  carbon  and  is  not  elastic. 

3.  Steel,  which  contains  from  one  and  a half  to  two  per  cent  of  carbon,  and  is  very 

elastic  and  strong. 

Steel  can  be  tempered  to  almost  any  degree  of  hardness,  toughness,  or  elasticity. 
The  world’s  supply  is  furnished  almost  entirely  by  the  United  States,  Great  Britain, 
and  Germany. 

By  the  “old  process,”  it  required  a week  to  remove  the  excess  of  carbon  from  iron 
to  produce  steel;  by  the  Bessemer  process  all  the  carbon  is  first  removed  and  then 
the  necessary  amount  added,  being  done  in  fifteen  or  twenty  minutes.  In  a large 
mill,  iron  from  the  smelter  may  become  a steel-rail,  ready  for  use,  in  two  hours. 

In  1892  the  United  States,  Great  Britain,  and  Germany,  in  the  order  named,  pro- 
duced a total  of  10,500,000  tons  of  steel. 

The  commercial  value  of  iron  is  gauged  almost  entirely  by  the  labor  involved  in 
its  preparation.  A $5  bar  of  iron  is  changed  in  value  by  labor  as  follows:  Made 

into  horse-shoes,  $10;  into  steel  needles,  $55;  into  pen  knives,  $3,285;  into  buttons, 
$29,500;  into  watch  springs,  $240,000 — more  than  its  weight  in  gold. 


70 


STATE  MANUAL  AND  COURSE  OF  STUDY 


Copper: — 

Found  both  in  a pure  state  and  in  combination  with  other  minerals.  Three-sevenths 
of  the  world’s  supply  comes  from  the  United  States,  rich  mines  existing  in  Michigan 
and  Montana.  Valuable  deposits  have  also  been  found  in  Utah,  Arizona,  and  New 
Mexico.  Its  electrical  conductivity  and  the  increased  applications  of  electricity,  have 
greatly  stimulated  its  production.  Its  products  are, — 

1.  Brass,  an  alloy  of  copper  and  zinc. 

2.  Bronze,  an  alloy  of  copper  and  tin;  by  increasing  the  amount  of  tin,  bell-metal 

is  produced. 

3.  Verdigris,  the  product  of  acetic  acid  on  copper. 

4.  Paris  green,  blue  vitriol,  and  copper  paint. 

Gold:— 

Found  in  a metallic  form,  usually  imbedded  in  quartz.  It  is  extracted  by  crushing 
the  rock,  mixing  the  ground  rock  with  water  and  quicksilver,  when  the  latter  unites 
with  the  gold  and  forms  an  amalgam.  The  quicksilver,  or  mercury,  is  then  driven 
off  by  heat,  becoming  a gas ; the  free  gold  remains.  Nine-tenths  of  the  world’s 
supply  is  produced  by  the  United  States,  Australia,  South  America,  and  Russia. 
Cripple  Crppk,  Col.,  is  said  to  furnish  nearly  one- third  of  that  found  in  the  United 
States. 

Owing  to  its  softness,  gold  is  alloyed  with  harder  metals  for  use.  It  is  one  of 
the  heaviest  metals,  weighing  19%  times  as  much  as  water. 

Quicksilver:— 

This  metal,  known  when  in  combination  with  sulphur  as  cinnabar,  is  largely  used 
in  extracting  gold  and  silver  from  crushed  ore.  It  is  found  in  Cinnabar,  Cal.,  in 
Spain  and  Austria. 

Nickel:— 

This  is  not  an  abundant  mineral.  The  most  productive  mine  in  the  United  States 
is  near  Lancaster,  Pa.  Nickel-plating  is  an  American  invention. 

Aluminum:— 

Only  a few  years  ago  the  manufacture  of  this  metal  on  a commercial  scale  was 
regarded  as  almost  beyond  the  range  of  possibility,  but  the  inventive  genius  of 
Chas.  M.  Hall,  a graduate  of  Oberlin  College,  has  discovered  a cheap  process  for  its 
extraction  by  fusing  aluminum  oxide  with  cryolite,  then  passing  an  electric  current 
through  the  solution.  The  market  price  has  fallen  from  $5  to  less  than  50  cents  per 
pound,  and  the  numerous  uses  to  which  it  is  already  put  will  undoubtedly  be  largely 
increased,  this  industry  bidding  fair  to  become  a most  important  one,  the  metal 
being  produced  by  the  United  States  in  large  and  increasing  quantities.  In  1896  the 
amount  of  crude  aluminum  produced  by  this  country  exceeded  1,300,000  pounds,  or 
one-third  of  the  world’s  output. 

Coal:— 

The  United  States  annually  produces  over  145,000,000  tons  of  coal.  Its  products 
are, — 

1.  Coke,  made  by  subjecting  coal  to  intense  heat. 

2.  Gas,  produced  by  distilling  bituminous  coal,  a ton  yielding  about  10,000  feet  of 

gas. 

3.  Coal-tar,  a residue  substance  produced  by  distillation. 

4.  Aniline,  made  from  coal-tar,  the  base  of  aniline  dyes  of  which  there  are  more 

than  one  hundred. 


SIXTH  GRADE 


71 


Petroleum:— 

The  products,  named  in  order  of  refining,  are, — 

1.  Gasoline. 

2.  Naphtha. 

3.  Benzine. 

4.  Kerosene. 

5.  Paraffine,  used  in  making  candles. 

6.  Vaseline,  the  substance  skimmed  in  process  of  refining. 

7.  Asphalt,  petroleum  thickened  by  absorption  of  oxygen.  A lake  of  asphalt  is 

found  on  the  Island  of  Trinidad. 


Clay:— 

Products: — 

1.  Terra-cotta  brick  (annual  product  $50,000,000). 

2.  Heavy  chinaware,  made  from  the  better  grade  of  clay. 

3.  Porcelain,  made  from  the  purest  white  clay. 

The  total  exports  of  the  United  States  during  the  ten  years  preceding  1892,  in  value 
averaged  $760,000,000  per  annum;  the  imports  for  the  same  time  averaged  $650,000,000 
per  annum. 

The  six  greatest  commercial  cities  of  the  United  States,  mentioned  in  order,  are 
New  York  City,  Boston,  New  Orleans,  San  Francisco,  Philadelphia,  and  Baltimore. 


72 


STATE  MANUAL  AND  COURSE  OF  STUDY 


SEVENTH  GRADE 


Reading — Fifth  reader. 
Spelling— Speller. 


Geography — Second  book  completed. 
Physiology  and  Hygiene — Second  book. 


Penmanship — Copy-book. 
Grammar — Half  of  book. 


History — To  Washington’s  administration. 
Drawing — Objects  continued,  decorative  de- 


Arithmetic — Percentage  and  applications  ; 

book  in  mental  arithmetic. 


signs  added. 


Text-books — In  all  branches  except  civil  government. 
Apparatus— Slate,  pencil,  sponge,  pen,  ink,  and  practice  paper. 


READING. 


The  work  for  this  year  should  be  largely  a study  of  literature  and  authors.  Select 
from  the  reader  the  best  literary  productions  of  several  authors  and  study  those  of 
each  writer  in  groups,  noting  similarities  and  differences.  Try  to  have  pupils  become 
familiar  with  each  author’s  style. 

Supplementary  Reading:— 

(See  sixth  grade.) 


See  fifth  grade.  When  pupils  finish  the  seventh  grade  they  should  know  well  the 
elements  and  principles  of  penmanship  and  be  able  to  analyze  all  the  letters  of  the 
alphabet. 


During  the  first  year  of  technical  grammar,  avoid  tangling,  perplexing,  and  obscure 
points.  Definitions  should  be  accurately  learned  and  continually  applied  by  pupils. 
The  definition  is  the  bed-rock  of  etymology. 

Alternation: — 

The  remarks  on  geography  made  in  the  sixth  grade  apply  with  equal  force  to 
seventh  and  eighth  grade  grammar  work,  it  being  immaterial  whether  syntax  or 
etymology  is  taught  in  seventh  grade.  In  case  there  are  both , seventh  and  eighth 
grade  grammar  pupils,  let  seventh  grade  do  eighth  grade  work,  completing  the 
latter  part  of  grammar  in  seventh  grade.  Then  the  following  year  have  this  grade 
(now  the  eighth)  do  seventh  grade  work,  completing  first  half  of  book  together  with 
the  new  seventh  grade. 


SPELLING. 


(See  fifth  grade.) 


PENMANSHIP. 


GRAMMAR. 


SEVENTH  GRADE 


73 


ARITHMETIC. 

Fall  Term: — 

Prepare  pupils  for  quick  and  accurate  work  in  each  application  of  percentage,  by 
doing  the  corresponding  work  from  some  text-book  in  mental  arithmetic;  also  by 
first  reviewing  decimals.  Have  exercises  similar  to  the  following: — 

(a)  .05  of  400  means  5 X rib  of  400. 

Solution:  T*¥  of  400  is  4. 

rib  of  400  is  5 X 4,  or  20. 

.01  of  500  means?  ) 

.03  of  2140  means?  > Solve  as  above. 

.05  of  25  means?  ) 

(b)  1 °/c  means  .01. 

25  % of  600  means  25  X f*o  of  600. 

Q , 5 1 % of  600  — 6. 

solution  | 25  yo  of  600  = 25  X 6 = 150. 

20  % of  40  means? 

16  °/0  of  50  means? 

Giye  many  examples  until  the  pupil  habitually  thinks  “1  % is  what?” 

(c)  1.  What  is  1 %,  if  2 %,  of  a number  is  40? 

Solution:  1 % is  % of  40,  or  20. 

If  5%  is  60?  30?  12? 

If  20  % is  600?  120?  80?  20? 

2.  What  is  1 %,  if  60  is  18  % ? 2%  ? 10  %?  50  %?  100%? 

(d)  1.  What  is  100  %,  if  24  is  8 %?  12  %? 

2.  12  is  20  % of  what? 

3.  18  acres  is  6 % of  what? 

(e)  1.  1 is  what  per  cent  of  100? 

Solution:  1 is  roif  of  100,  or  1 %. 

2.  3 is  what  per  cent  of  100? 

Solution:  1 is  1 %.  of  100. 

3 is  as  many  times  1 % as  3 is  times  1,  or  3 times  1 %. 

3.  8 is  what  per  cent  of  400? 

Solution:  4 is  1 % of  400. 

8 is  as  many  times  1 % as  8 is  times  4,  or  2 times  1 %. 

4.  60  is  what  per  cent  of  1200? 

Solution:  12  is  1 % of  1200. 

60  is  as  many  times  1 % as  60  is  times  12,  or  5 times  1 %,. 

If  this  analysis  seems  difficult  at  this  stage  use  ratios;  e.  g., 

8 is  what  per  cent  of  400? 

Solution:  8 is  r*o  — ithr  of  400. 

ibo  = l%- 

= 2 X 1 % = 2 %, 

Have  pupils  express  the  list  given  below  in  four  or  more  forms  as  follows: — 

12*  _ _ 25 

100  “ 100  — 200 

33*  %,  25  %,  16*  %,  14|  %,  11*  %,  8*  %,  2*  %,  1*  %,  1*  %,  1*  %, 


12*  % = .12i  = « =T^-^  = i 


Table  of  Equivalents:- 

(To  be  memorized.) 


10  % 

= 

A 

6* 

% T*6 

20  % 

= 

i 

12* 

%=i 

25  % 

— 

\ 

37* 

% =t 

30  % 

= 

iV 

62* 

%=i 

40  % 

= 

f 

87*  : 

%=i 

50  % 

= 

* 

16* 

% ^ 

60  % 

== 

a 

33* 

% =i 

70  % 

- 

A 

66* 

% =* 

75  % 

= 

I 

4 

% = zb 

80  % 

4 

i 

% — *rb 

I % = -ifa  etc. 


10 


74 


STATE  MANUAL  AND  COURSE  OF  STUDY 


All  solutions  of  problems  should  be  based  upon  analyses  already  made  familiar  to 
pupils  by  operations  in  common  and  decimal  fractions  ;*  thorough  explanations  should 
be  rigidly  enforced.  The  ordinary  formulas  should  not  be  used  until  each  principle 
has  been  made  familiar  by  analysis.  The  formula  should  never  precede  analysis. 

Formulas:— 

p = b X r 


r 


Or,  since  percentage  is  always  a product,  the  terms  used  to  produce  it  are  factors, 
and  the  missing  term  is  always  either  a factor  or  a product.  Hence,  the  following 
rules:  — 

(a)  If  the  percentage  is  given,  divide  it. 

(b)  If  the  percentage  is  not  given,  multiply  to  obtain  it. 

In  percentage  applications  emphasize  the  fact  that  commission,  brokerage,  profit, 
loss,  premium,  tax  on  property,  and  interest  are  percentage  and,  when  given  in  pro- 
blems, must  be  divided. 

Suggestive  Device:— 

Have  pupils  place  upon  their  slates  the  following  diagram: 


Then,  instead  of  working  problems,  let  pupils  place  the  proper  terms  in  the  dia- 
gram, putting  number  of  problem  at  top  of  column.  This  will  teach  them  to  read 
problems  more  carefully  before  attempting  their  solution. 

To  aid  the  plodding  pupil,  the  following  statement  is  suggested:  “Base  follows 

the  word  of.” 

Instead  of  “sum”  and  “difference”  use  percentage;  e.  g., 

(a)  Sold  my  house  for  $1200,  gaining  20  %.  What  did  it  cost? 

Cost  = 1.00  (*read  100  %)  of  cost. 

Gain  = .20  of  cost. 

Selling  price  = 1.20  of  cost. 

(b  = ? 

\ p = $1200 

(r  = 1.20 


(b)  Lost  25  % by  selling  my  horse  for  $120.  What  did  it  cost? 
Cost  = 1.00  of  cost. 

Loss  = .25  of  cost. 

Selling  price  = .75  of  cost. 


b = ? 

p = 120 

r = .75 


While  percentage  should  be  taught  and  worked  by  analysis,  the  fact  that  this  manual 
will  be  used  by  many  teachers  dealing  with  pupils  who  attend  school  but*  a few  months 
each  year,  makes  no  apology  necessary  for  the  introduction  of  these  mechanical 
processes. 


SEVENTH  GRADE 


75 


In  drilling  upon  problems  in  percentage,  it  is  good  practice  to  have  pupils  rule 
slates  or  tablets  in  three  columns  and  work  each  problem  by  a three-fold  process,  as 

follows:  — 

Problems: — 

1.  What  is  25  % of  400? 

2.  240  is  75  % of  what? 


3.  60  is  what  per  cent  of  90? 

Fractional. 

Analytical. 

Formula. 

(1)  25  % = i 

i of  400  = 100. 

1 % of  400  = 4 
25  % of  400  = 25  X 4.=  100. 

b = 400 

P = ? 
r = 25 

p = 400  X .25=100. 

(2)  75%=* 

Since  f of  No.  = 240 

i of  No.  = i of  240  = 80 
f of  No.  = 4 X 80  = 320. 

Since  75  % of  No.  = 240 

1 % of  No.  = ,V  of  240  = 3.20 
100  % of  No.  = 100  X 3.20  = 320. 

b = ? 
p = 240 
r = .75 

b = 240  -f-  .75  = 320. 

(3)  1 = to  of  90 

60  = 60  X ^ = **  or  * of  90 
* = 66*  % 

.*.60  = 66*  of  90. 

1 % of  90  ==  .9 

60  is  as  many  times  1 % as  60  is 
times  .9,  or  66*  times 
66*  times  1 % = 66*  % 

.-.60  = 66*  of  90. 

Or, 

60  is  **  or  * of  90 

* = 66*  /o 

.-.60  = 66*  % of  90. 

b = 90 

p = 60 

r = ? 

r = 60  -i-  90  = .66*. 

* Though  the  sign  % cannot  be  used  in  formulas,  the  rate  should  be  read  as  “per  cent.” 
Winter  Term: — 

Commission,  insurance,  taxes,  interest,  partial  payments,  bank  discount,  trade  dis- 
count. 

Omit  true  discount,  stocks,  bonds,  and  annual  interest. 

In  computing  interest,  teach  thoroughly  one  method  and  insist  upon  accuracy. 
During  this  term  teach  pupils  to  make  out  notes  and  bills  of  various  kinds,  such  as 
bills  of  articles  commonly  purchased,  bills  for  work  done,  etc.  Place  forms  on  the 
blackboard,  giving  special  attention  to  capitalization  and  punctuation.  Have  these 
copied  until  the  pupils  are  familiar  with  them;  then  give  examples  requiring  these 
forms,  and  have  pupils  arrange  them  in  neat,  accurate  shape,  carrying  them  out  in 
detail  and  receipting.  (For  model  forms  of  bills  see  eighth  grade.) 

Suggestive  Forms: — 

Negotiable  Note. 

$1500.  Lansing,  Mich.,  Jan.  25,  1897. 

Ninety  days  after  date,  I promise  to  pay  Roscoe  D.  Dix,  or  order,  Fifteen  Hundred 
Dollars,  with  interest  at  six  per  cent,  value  received. 

( Signature. ) 


Receipt. 

$25-  Jackson,  Mich.,  Jan.  20,  1897. 

Received  of  Geo.  B.  Judson  Twenty-five  Dollars  on  house  rent  for  the  month  of 
December,  189G. 


(Signature.) 


76 


STATE  MANUAL  AND  COURSE  OF  STUDY 


Bank  Check. 


$500.75. 


Orand  Rapids,  Mich.,  Jan.  5,  1897. 


, First  National  Bank. 

Pay  to  Jas.  McMillan,  or  order,  Five  Hundred  and  ^ Dollars. 


( Signature. ) 


JLegal  Brevities: — 

A note  dated  on  Sunday  is  void.  A note  obtained  bjr  fraud  or  from  one  intoxicated 
is  void.  If  a note  be  lost  or  stolen,  it  does  not  release  the  maker;  he  must  pay  it. 
An  endorser  of  a note  is  exempt  from  liability,  if  not  served  with  notice  of  its  dis- 
honor within  twenty-four  hours  of  its  non-payment.  A note  by  a minor  is  void. 
Notes  bear  interest  only  when  so  stated.  Principles  are  responsible  for  their  agents. 
Each  individual  in  partnership  is  responsible  for  the  whole  amount  of  the  debts  of 
the  firm.  Ignorance  of  the  law  excuses  no  one.  It  is  a fraud  to  conceal  a fraud.  It  is 
illegal  to  compound  a felony.  The  law  compels  no  one  to  do  impossibilities.  An 
agreement  without  consideration  is  void.  Signatures  in  lead  pencil  are  good  in  law. 
A receipt  for  money  is  not  legally  conclusive.  The  acts  of  one  partner  bind  all  the 
others.  Contracts  made  on  Sunday  cannot  -be  enforced.  A contract  with  a minor  is 
void.  A contract  made  with  a lunatic  is  void.  Written  contracts  concerning  land 
must  be  under  seal. 

Book-keeping: — 

Preparatory  work  should  be  given  in  this  grade  as  follows: — 

1.  Teach  method  of  ruling,  and  of  writing  dollars  and  cents  in  columns. 

2.  Give  much  practice  in  footing  columns  and  striking  balances.  This  is  done  as 
follows: — 

Add  the  debit  and  credit  money  columns.  Place  the  difference  (red  ink)  in  the 
smaller  column,  and  in  the  item  column  at  the  left,  write  the  word  “Balance”  (red 
ink).  The  sum  of  each  column  will  then  be  the  same.  Two  red  lines  are  drawn 
below  the  footings  to  indicate. that  the  account  is  closed.  The  difference  (black  ink)  is 
then  placed  in  the  money  column  of  the  larger  side  and  the  word  “Balance”  (black 
ink)  written  in  the  item  column. 

3.  Teach  the  general  rules  that, — 

What  costs  value  belongs  on  the  debit  side. 

What  brings  value  belongs  on  the  credit  side. 

All  cash  bn  hand  and  received,  belongs  on  the  debit  side. 

All  cash  paid  out  belongs  on  the  credit  side. 

The  balance  of  cash  account  always  shows  the  money  on  hand. 


Spring  Term: — 

Exchange,  partal  payments,  occupations,  trade  discount,  and  a review  of  previous 
term’s  work. 

In  partial  payments,  use  the  United  States  rule.  A diagram  similar  to  the  follow- 
ing will  enable  pupils  to  compare  their  work  and  discover  errors. 


Principal. 

Time. 

Interest. 

Amount. 

Payment. 

New  Principal. 

Yrs. 

Mos. 

Das. 

First. 

Second. 

Third. 

Fourth. 

SEVENTH  GRADE 


77 


GEOGRAPHY. 

(For  alternation  see  sixth  grade.) 

Besides  completing  the  text-book  carefully  review  the  map  of  Michigan,  using  the 
following  outline: 

1.  Location — latitude,  longitude. 

2.  Boundary,  coast  line,  area. 

3.  Mountains,  valleys,  plains. 

4.  Rivers,  lakes. 

5.  Islands,  peninsulas,  capes. 

6.  Climate. 

7.  Productions: — 

(a)  Farms. 

(b)  Mines. 

(c)  Manufactories. 

8.  Important  railroads,  business  centers. 

9.  Capital. 

10.  Government. 

11.  Educational  system. 

12.  State  institutions: — 

(a)  Educational. 

(b)  Penal. 

(c)  Reformatory. 

13.  Discovery,  settlement. 

14.  Michigan  as  a territory. 

15.  Michigan  as  a state. 

16.  Michigan’s  noted  men. 

Note. — By  omitting  the  historical  part,  this  outline  may  be  applied  to  the  study  of  any 
state  or,  with  some  additions,  to  that  of  the  United  States  as  a whole. 

Draw  a progressive  map,  i.  e.,  outline,  and  fill  in  as  each  feature  is  studied. 

1.  Counties — number,  name  and  origin,  position. 

2.  Coast — length,  character,  ports. 

3.  Islands — number,  size,  importance. 

4.  Surface — character,  results,  elevations,  river  basins. 

5.  Rivers — navigable,  water  power. 

6.  Soil — varieties,  productions. 

7.  Productions: — 

(a)  Agriculture — where,  what? 

( b ) Manufactured — where,  what  ? 

(c)  Minerals — kind,  use. 

8.  Commerce: — 

(a)  Of  lakes — Detroit  river. 

(b)  Shipments  of  grain,  iron,  copper,  and  lumber. 

(c)  Salt. 

9.  Occupations — wages,  laborers. 

10.  Government — departments,  officers. 

11.  Education — public  school,  State  educational  institutions,  colleges. 

12.  Chief  cities;  why  so  located;  locate  others  from  them. 

13.  Railroads,  canals — names,  termini,  cities  passed. 

14.  Rank  among  other  states  in  size,  productions,  minerals,  education. 


78 


STATE  MANUAL  AND  COURSE  OF  STUDY 


References : 

History — PattengilTs  Primer  of  Michigan  History. 

Silas  Farmer  & Co.’s  Cyclopedia  of  Michigan,  Detroit. 

Silas  Farmer  & Co.’s  Cyclopedia  of  Michigan. 

Grove’s  Primer  of  Geography.  Appleton  & Co. 

Child  and  Nature,  Frye.  Hyde  Park  Pub.  Co. 

The  Teaching  of  Geography,  Geike.  MacMillan. 

Methods  and  Aid  in  Geography,  King.  Lee  & Shepard. 

The  Earth  and  Its  Story,  Heilprin.  Silver.  Burdett  & Co. 

Nichol’s  Topics  in  Geography.  D.  C.  Heath  & Co. 

Baker’s  Geography  for  Young  Folks.  Ed.  Pub.  Co. 

Explain  the  government  land  survey,  testing  pupils  by  the  following  questions: — 

1.  Where  does  the  first  principal  meridian  start?  The  second?  . The  third?  etc. 

2.  Where  does  the  base  line  cross  each  meridian  ? 

3.  What  are  correction  lines?  Why  necessary?  How  frequent? 

4.  Range,  township,  section. 

5.  Which  is  the  “school  section?” 

6.  On  what  section  is  your  schoolhouse? 


HISTORY. 

Events  are  the  results  of  causes;  no  event  happens.  Cause  and  effect  are  as  insep- 
arable in  history  as  are  sunlight  and  shadow  in  the  material  world.  History  is  a 
record  of  events ; but  the  study  of  history  is  much  more  than  the  mere  conning  and 
remembering  of  these  events.  Indeed,  the  person  who  reads  history,  exercising  his 
memory  only,  can  never  rise  to  the  dignity  of  a student  of  history. 

The  events  of  the  past  stand  as  one  member  of  an  equation  of  which  the  causes  are 
the  other  member.  The  student  of  history  must  master  the  whole  equation  and,  by 
its  mastery,  from  present  known  conditions  find  the  unknown  quantities  of  the 
future.  What  caused  this  condition?  Why  did  this  event  or  series  of  events  come 
to  pass?  What  has  been  the  result  of  this  line  of  action,  what  of  that  line?  What 
will  be  the  result  of  this  course  of  procedure?  Such  questions  as  these  are  the  tools 
with  which  the  historian  removes  the  debris  of  the  past  and  cleaves  his  way  through 
the  walls  that  hide  the  mysteries  of  the  future. 

Since  it  is  by  the  history  of  the  past  that  we  judge  of  the  future,  see  to  it  that 
pupils  look  through  and  beyond  the  mere  story.  No  other  subject  taught  in  our 
schools  can  develop  the  higher  mental  qualities — imagination,  judgment,  and  mem- 
ory— more  rapidly  than  does  history;  and  none  can  be  more  easily  used  in  both  oral 
and  written  language  training.  Therefore,  do  not  permit  the  child’s  knowledge  of 
history  to  become  a mass  of  useless  and  unclassified  facts. 

Historical  study  should  develop  the  following: — memory,  good  language,  love  of 
right  action,  love  of  the  great  and  good,  love  of  country , and  love  of  our  fellow  men.. 
In  brief,  it  should  give  correct  ideas  of  statesmanship  and  produce  good  citizens. 

Preparatory  Work: — 

In  this  work  pupils  should  make  a study  of  two  things: 

(a)  The  European  conditions  existing  before  the  discovery  of  America. 

(b)  The  three  great  inventions  and  effect  upon  the  world. 

Maps:— 

During  this  and  all  succeeding  work,  pupils  should  make  historical  maps  of  the  coun- 
tries studied,  developing  them  as  the  study  progresses.  Each  pupil  should  have  his 
individual  map,  and  a class-map  should  also  be  developed  with  each  lesson,  by  pupils 
whom  the  teacher  appoints  daily.  No  pupil  should  be  excused  from  any  of  this  map 
work. 

When  reciting,  each  pupil  should  point  out  upon  this  class-map  every  place  men- 
tioned : and  one  of  the  review  tests  should  be  to  give  an  entire  epoch,  locating  the 
places  in  this  manner. 


SEVENTH  GRADE 


79 

In  the  study  of  wars  a campaign -map  should  be  developed.  The  routes  of  the 
different  armies  may  be  traced  by  a broken  line,  blue  representing  the  Americans, 
or  Unionists,  and  red  the  enemy,  with  flags  (colored  to  represent  the  victorious 
army)  placed  wherever  a battle  occurs.  By  such  campaign-maps  much  that  is  con- 
fusing and  obscure  may  be  made  plain. 

Not  only  should  maps  be  studied  with  reference  to  political  boundaries  and  loca- 
tions, but  also  with  reference  to  the  physiography  of  a country.  Soil  and  climate 
determine  products  and  occupations  and  thus  the  characteristics  of  peoples.  Often- 
times the  philosophy  of  a country’s  history  can  be  read  in  its  geography.  Mountain 
passes  have  been  the  doorway  through  which  adventurous  spirits  have  passed  to 
settle  unknown  countries.  A hill,  creek,  or  ravine  has  decided  battles  upon  whose 
results  hung  the  destiny  of  future  generations. 

Use  of  Topics:— 

1.  Give  each  day  topical  outlines  from  which  pupils  shall  recite. 

2.  At  the  close  of  each  recitation  let  pupils  reproduce  this  outline  from  memory, 

either  upon  the  blackboard  or  tablet. 

3.  Each  week  give  a test  in  which  the  entire  topics  of  the  week  are  reproduced 

from  memory. 

4.  Let  the  final  test  upon  any  epoch  include  the  reproduction  of  all  its  outlines. 

The  ability  to  recall  at  will  such  a series  of  outlines,  will  make  one  sure-footed 
in  chronology  without  the  ordinary  struggle  of  memorizing. 

5.  Give  much  attention  to  the-  selection  of  formative  history.  Make  the  central,  or 

pivotal  events,  the  nuclei  around  which  cluster  those  events  that  exist  only 
because  of  the  central  one. 

Dates:— 

Teach  important  dates  thoroughly.  These  do  not  exceed  fifty  and  may  even  be 
reduced  in  number  without  endangering  the’  thoroughness  of  the  work.  A date 
usually  has  three  parts, — the  time,  the  event,  the  individual ; when  one  is  men- 
tioned, the  pupil  should  give  the  other  two.  For  instance,  teacher  says  “Columbus;” 
pupil  replies  “America,  discovered  1492.”  Teacher  says  “1541;”  pupil  replies  “Mis- 
sissippi River  discovered  by  De  Soto.” 

As  fast  as  learned,  these  dates  should  be  placed  upon  a chart,  and  three  or  four 
minutes  each  day  be  devoted  to  their  review  by  the  entire  school.  The  following  dates 
are  suggested: 

Pivotal,  or  Primary  Dates. — Oct.  12,  1492;  Oct.  4,  1498;  1565;  1607;  1619;  Dec.  22, 
1620;  1621;  1689;  1774;  April  19,  1775:  1776;  1781;  1783;  1787;  April  30,  1789;  1803, 
1807,  1812,  1820,  1830,  1837  (Mich.),  1844,  1846,  1848,  1861,  1863,  1865. 

Secondary  Dates.— 1497,  1541,  1582,  1609,  1636,  1643.  1660,  1754,  1759,  1765,  1770, 
1800,  1803,  1813,  1832,  1850,  1866,  1867,  1868,  1869,  1873,  1879,  1881,  1893. 

Pictures:— 

Give  much  study  to  the  illustrations  that  are  found  in  such  variety  and  abundance 
in  every  good  text-book.  Have  pupils  reproduce  the  simpler  ones.  This  teaches 
accurate  observation  and  attention  to  detail,  besides  being  of  value  as  a drawing 
exercise. 

Biography:— 

It  has  been  said  that  the  history  of  a country  is  the  history  of  its  great  men.  A 
person  possesses  an  individuality  that  appeals  to  the  interest  of  pupils  much  more 
than  does  a country  or  epoch.  Therefore  much  time  should  be  spent  in  brief  biography 
of  great  men. 

Political  Questions: — 

While  the  teaching  of  party  politics  should  be  carefully  excluded  from  the  public 
school,  it  is  impossible  to  understand  the  philosophy  of  events  without  a study  of 
political  questions.  These  need  not  be  discussed,  but  the  mere  facts  learned  as  history. 


80 


STATE  MANUAL  AND  COURSE  OF  STUDY 


Current  Events:  — 

The  value  of  teaching  current  events  is  no  longer  questioned.  There  is  danger, 
however,  of  “faddism.”  Do  not  make  this  work  a sort  of  current  gossip.  Select  only 
such  events  as  are  worth  remembering — such  as  make  history. 

Fall  Term: — 

Alternation. 

There  need  be  but  one  history  class  in  the  rural  school.  The  seventh  grade  pupils 
can  do  eighth  grade  work  with  the  eighth  grade;  and  the  following  year — although 
eighth  grade  pupils — do  the  seventh  grade  work,  finishing  history  with  the  Adoption  of 
the  Constitution,  and  Washington’s  Inauguration. 

The  work  of  this  term  should  include  the  following:  — 

(a)  Discovery  and  exploration. 

(b)  Settlement  of  Massachusetts,  Maine,  New  Hampshire,  Connecticut,  Rhode 

Island,  and  New  York. 

Suggestions: — 

1.  Detailed  study  of  the  three  great  inventions, — the  compass,  gunpowder,  printing. 

2.  The  Indian — his  skill,  strength,  endurance,  character,  commercial  intercourse, 

articles  of  barter,  etc.  Compare  the  number  in  1492  with  the  present  number. 
Note  his  present  civilization  and  location — is  lie  justly  treated? 

(Draw  a wigwam,  bow  and  arrow,  tomahawk,  Indian,  etc.) 

3.  What  did  each  of  the  following  accomplish: — Eric,  Cortez,  Pizarro,  Coronado, 

Cabrillo,  Behring. 

4.  Life  in  New  England — character  of  the  Pilgrims  (Miles  Standish)  ; the  Town 
Meeting;  the  New  England  Confederacy — a step  toward  federal  union. 

5.  Relation  of  Roger  Williams  to  Massachusetts  Bay  Colony — not  banished  for 

religious  views,  but  ordered  back  to  England  for  publication  of  a treason- 
able pamphlet  in  which  he  stated  that  the  king  was  an  intruder  and  had  no 
right  to  grant  lands  in  America,  which  instead  should  be  purchased.  How- 
ever, Williams  made  his  escape  and  fled  to  the  Indians  for  protection.  (See 
Twichell’s  “John  Winthrop .”) 

6.  Massachusetts  Bay  Colony  contrasted  with  Plymouth — wealth,  growth,  govern- 

ment, and  religious  toleration. 

7.  The  landed  nobility  of  New  York — vast  estates  upon  the  Hudson;  impassable 

gulf  between  the  common  people  and  the  nobility  an  impediment  to  settle- 
ment. 

(Emphasize  Connecticut’s  first  constitution  and  liberal  charter;  the  rapid  growth 
of  Rhode  Island  and  why.) 

Winter  Term: — 

(a)  Settlement  of  New  Jersey,  Pennsylvania,  Delaware,  Maryland,  and  Georgia. 

(b)  Revolutionary  War  until  July  4,  1776 — after  that,  War  of  Independence. 

Suggestions : — 

1.  Study  “Penn’s  Holy  Experiment” — relations  of  the  Quakers  and  Indians,  influ- 

ence upon  the  history  of  the  United  States. 

2.  Mason  and  Dixon’s  line. 

3.  Georgia — no  political  liberty,  land  ownership  conditioned  upon  severe  military 

duty,  consequent  migration  to  Carolina.  Georgia’s  heroic  work  in  the  War 
of  Independence. 

4.  The  real  cause  of  war  was  “The  vicious  system  of  commerce  that  England 

forced  upon  the  colonists.”  As  severe  battles  were  fought  against  the  king’s 
prerogative  in  the  English  Parliament  as  in  American  Councils.  Bunker 
Hill  and  Yorktown  were  no  more  important  factors  in  the  struggle  than  the 
blows  dealt  by  Pitt.  Opposition  on  both  sides  of  the  Atlantic  was  prompted 
by  the  same  love  of  freedom  and  justice.  The  war  was  not  to  destroy,  but  to 
defend  the  independence  of  the  individual  colonies;  hence  patriots  were  more 
ardent  supporters  of  states  than  of  the  new  Congress,  and  preferred  state  offices 
to  government  offices  (the  germ  of  state  sovereignty). 

5.  Taxation — make  its  theory  plain  to  pupils. 


SEVENTH  GRADE 


81 


Spring  Term: 

(a)  War  of  Independence  completed. 

(b)  The  Confederation. 

(c)  The  Constitution. 

(Give  necessary  reviews.) 

Suggestions : — 

1.  Discouragements — lack  of  men  and  funds;  opposition  of  loyalists  (at  the  close  of 

the  Revolution  100, 00()  Tory  refugees  left  the  country)  ; jealousies  among  offi- 
cers— Lee,  Gates,  Arnold. 

2.  Independence  unthought  of  at  commencement  of  conflict,  but  a rapid  growth  of 

public  sentiment  in  its  favor. 

3.  Territory  over  which  the  United  States  exercised  absolute  sway  at  close  of  the 

war. 

4.  Constitution  of  1781 — critical  period. 


CONFEDERATION  AND  UNITED  STATES  GOVERNMENT  CONTRASTED. 


CONSTITUTION  OF  CONFEDERATION. 

Powers  of  State, — 

Retained  sovereignty. 

Executed  the  laws  of  Congress. 
Could  not  be  coerced. 

Each  state  one  vote. 

Executive  Department — None. 

Judiciary  Department — None. 
Amendments — By  unanimous  consent. 


CONSTITUTION  OF  UNITED  STATES. 

Powers  of  State, — 

No  state  sovereignty. 

Executes  no  U.  S.  laws. 

Can  be  coerced. 

Vote  according  to  population. 

Executive  Department — President. 

Judiciary  Department  j GircnUConT' 
Amendments — By  legislatures  of  three- 
fourths  of  the  states. 


ELEMENTARY  CIVICS— GOOD  CITIZENSHIP. 

In  connection  with  the  study  of  Michigan  history,  give  frequent  lessons  in  this 
subject.  The  following  brief  outline  is  suggested:  — 

Home  Government: — 

Legislative  'j 
Judicial  > Parents. 

Executive  ) 

School  Government:— 

isSK  | School  Board 

Township  Government: — 

Legislative — Town  meeting. 

J udicial — J ustices. 

Executive — Officers. 

n 


82 


STATE  MANUAL  AND  COURSE  OF  STUDY 


County  Government: — 

Legislative — Supervisors. 

Judicial — Circuit  court. 

Executive — Sheriff. 

State  Government:— 

Legislative — Legislature. 

Judicial — Supreme  court. 

Executive — Governor. 

Teach  the  purpose  of  government,  individual  responsibility  therefor,  duties  of  the 
various  officers,  etc. 

N.  B. — Judson’s  “Young  American.’’  a civic  reader  published  by  Maynard,  Merrill  & Co.. 
N.  Y.  City,  would  be  an  excellent  aid  in  this  work.  Teachers  can  obtain  single  copies  post- 
paid for  60c. 

For  civil  government  of  Michigan  see  Michigan  Manual  (Red  Book),  to  which  every  school 
district  is  entitled.  If  you  have  not  received  one  write  to  your  commissioner. 


CIVIL  GOVERNMENT. 

Thoroughly  and  systematically  review  all  knowledge  of  civil  government  already 
acquired.  Study,  in  their  order,  the  government  of  the  school  district,  township, 
county,  State,  and  the  United  States ; the  legislative,  executive,  and  judicial  depart- 
ments of  each;  the  term  of  office,  qualifications,  duties,  and  salary  of  each  officer. 


Carefully  explain 


f Naturalization. 

Right  of  eminent  domain. 
| Ex-post  facto  law. 

] Writ  of  habeas  corpus. 

J Bill  of  attainder. 
(.Impeachment, 


Drill  on  dates  of- 


f Annual  school  meeting, 
j Township  election. 

County  election. 

) General  election. 

| Meeting  of  Board  of  Supervisors. 

Meeting  of  State  Legislature, 
i Meeting  of  Congress. 

(^Electoral  College. 


As  a guide  in  this  work  we  recommend  H.  R.  Pattengill’s  Civil  Government  of 
Michigan  at  25  cents;  also  Morgan’s  “Patriotic  Citizenship,”  published  by  Ameri- 
can Book  Co.  Price,  postpaid,  $1  per  copy. 


DRAWING. 

Drawing  from  Objects:— 

Encourage  sketching.  Draw  a wagon,  a shed,  the  schoolhouse,  the  pump,  etc. 
Geometric  forms: — (a)  Plane  surfaces,  (b)  Solids. 


(See  designs  on  next  page.) 


SEVENTH  GRADE 


83 


84 


STATE  MANUAL  AND  COURSE  OF  STUDY 


EIGHTH  AND  NINTH  GRADES 


85 


EIGHTH  AND  NINTH  GRADES. 


EIGHTH  GRADE. 

Reading — Fifth  reader  or  good  literature. 


Spelling — Orthography. 
Penmanship — Copy-book. 
Grammar — Book  completed. 


Arithmetic — Second  book  completed,  mental 
work  continued. 

History — Complete  the  book. 

Civil  Government — With  book. 
Book-keeping — See  outline. 


Text-books — In  all  branches  except  book-keeping. 

Apparatus — Slate,  pencil,  sponge,  pen,  ink,  and  practice  paper. 


NINTH  GRADE. 

Reviews  during  year  with  eighth  grade. 

Fall  Term: — 

Elementary  algebra. 

Botany  or  general  history. 

Winter  Term: — 

Elementary  algebra. 

Elementary  physics  or  general  history. 

Spring  Term: — 

Elementary  algebra. 

Botany  or  general  history. 

Ninth  grade  reviews  should  include  arithmetic,  grammar,  geography,  United  States 
history,  and  such  other  work  as  can  be  done ; but  no  ninth  grade  classes  in  these  sub- 
jects should  be  formed.  Ninth  grade  pupils  should  recite  in  eighth  grade  classes, 
but  should  do  much  more  thorough  work  than  the  eighth  grade  pupils. 


READING. 

(See  seventh  grade.) 


ORTHOGRAPHY. 

In  using  a text-book  in  this  subject,  do  not  overlook  spelling.  Give  constant  drill 
in  all  difficult  words  found  in  literature,  history,  and  civil  government,  or  review 
preceding  year’s,  spelling  with  the  seventh  grade. 


PENMANSHIP. 
(See  fifth  grade.) 


86 


STATE  MANUAL  AND  COURSE  OF  STUDY 


GRAMMAR. 

(See  seventh  grade.) 

Emphasize  the  composition  work  and  teach  common  figures  of  rhetoric. 


ARITHMETIC. 


Fall  Term: — 

Review  percentage,  including  interest,  profit  and  loss,  discount. 

Teach  ratio  and  proportion. 

Mental  arithmetic  work  from  text-book  should  be  kept  parallel  with  the  written 
work  in  these  subjects.  Analysis  cannot  be  too  critical  in  this  year’s  work.  There 
is  no  better  place  to  teach  accurate  use  of  language. 

Winter  Term: — 

Mensuration,  measurements  of  plane  surfaces, — squares,  triangles,  rectangles,  etc. 
Practical  problems  to  apply  them.  Cube  and  square  root,  and  their  applications  to 
solids.  Also  study  thoroughly  the  application  of  these  as  used  by  mechanics. 

The  subject  of  mensuration  may  be  very  much  simplified.  Too  often  the  rules  are 
given  without  illustration,  pupils  attempting  to  remember  each  independently  and 
seeing  no  connection  between  the  various  figures.  As  most  of  the  pupils  will  never 
study  geometry,  the  teacher  should  endeavor  to  so  illustrate  the  matter  that  they 
may  have  as  little  as  possible  to  remember  arbitrarily.  Beginning  with  the  rectangle, 
pupils  will  see  that  its  area  is  equal  to  the  product  of  its  length  and  breadth.  Then 
show  them  that  an  oblique-angled  parallelogram  with  an  equal  base  and  altitude  is 
its  equivalent,  hence  its  measure  is  the  same.  They  will  readily  see  that  the  measure 
of  the  triangle  is  one-half  that  of  the  parallelogram,  and  that  the  trapezoid  may  be 
divided  into  two  triangles  whose  bases  are  the  parallel  sides  of  the  trapezoid  and 
whose  common  altitude  is  that  of  the  trapezoid.  Next  deduce  the  rule  for  measurement 
of  the  circle  by  considering  it  as  composed  of  an  infinite  number  of  triangles. 

In  like  manner  we  may  pass  from  the  rectangular  prism  to  the  tringular,  and  from 
that  to  the  general  one.  Then  show  that  the  triangular  prism  may  be  divided  into 
three  equivalent  pyramids,  and  from  this  triangular  pyramid  we  may  pass  to  the 
general  one  and  to  the  cone.  The  sphere  is  seen  to  be  composed  of  an  infinite  number 
of  pyramids  whose  altitude  is  the  radius  of  the  sphere  and  the  sum  of  whose  bases 
makes  up  its  surface,  etc. 

Spring  Term:  — 

Complete  and  review  both  mental  and  written  arithmetic. 

Teach  the  simple  equation  and  its  transformations  as  used  in  arithmetic. 


HISTORY. 


Fall  Term:  — 


WASHINGTON’S  ADMINISTRATION,  1789-1797. 

1.  Financial  difficulties. 

2.  Whisky  insurrection — strength  of  government  demonstrated. 

3.  Foreign  affairs  (Citizen  Genet) — Monroe  doctrine  foreshadowed. 

4.  Rise  of  political  parties. 

Suggestions : — 

Republic  young  and  weak — arguments  advanced  against  its  continuance.  Expanse  of  terri- 
tory ; show  how  distance  has  been  eliminated  by  inventions.  (Have  pupils  estimate  the  time 
of  travel  from  Oregon  to  Washington  by  coach  and  by  railroad.) 


EIGHTH  AND  NINTH  GRADES 


87 


ADAMS’  ADMINISTRATION,  1797-1801. 

1.  Alien  and  sedition  laws. 

2.  Kentucky  and  Virginia  resolutions — first  fruits  of  the  “state  sovereignty”  idea. 

3.  Trouble  with  France;  X Z Y papers — “Millions  for  defense,  but  not  one  cent  for 

tribute.” — Pinckney. 


JEFFERSON’S  ADMINISTRATION,  1801-1809. 

1.  Louisiana  purchase. 

2.  Lewis  and  Clarke’s  exploration. 

3.  Impressment. 

4.  Embargo  and  non-intercourse  act. 

5.  Fulton’s  steamboat. 

Suggestions : — 

Jefferson,  a strict  constructionist,  increases  the  public  domain  by  purchase,  then  justifies 
the  act  by  saying  “It  is  the  will  of  the  people.”  Influence  of  steamboat  on  commercial  growth 
and  western  immigration — its  far-reaching  effects. 


MADISON’S  ADMINISTRATION,  1809-1817. 

1.  War  of  1812 — attitude  of  New  England  (Hartford  convention)  ; war  spirit  in  the 

south  and  west;  England’s  scheme  to  gain  the  Hudson  valley  and  lower  Missis- 
sippi— battle  of  New  Orleans. 

2.  Political  parties. 

Suggestions : — • 

Duplicity  of  Bonaparte.  Indian  question — Tecumseh’s  defeat ; its  lesson,  that  Americans 
were  to  exercise  authority  over  long  disputed  territory.  Madison  not  a war  president — his 
appointments  unfortunate.  The  true  mettle  of  American  soldiers  when  led  by  able  generals 
was  shown  by  “Old  Hickory”  at  New  Orleans.  Growth  of  manufactures  necessitated  by  the 
war,  made  the  United  State  industrially  independent.  Increase  of  tariff. 


MONROE’S  ADMINISTRATION,  1817-1825. 

1.  Missouri  compromise. 

2.  Monroe  doctrine. 

3.  Opposition  to  the  “Holy  Alliance.” 

4.  Florida  purchase. 

S ugges  tions : — 

Missouri  compromise  and  Florida  purchase  were  in  the  interests  of  slavery.  Necessity  of 
national  road  during  the  war. 


J.  Q.  ADAMS’  ADMINISTRATION,  1825-1829. 


1.  Erie  canal. 

2.  First  railroad — Growth. 

Suggestions: — 

“Clinton's  Big  Ditch”— Influence  on  industrial  development.  (Length,  363  miles;  cost. 
$50,000,000 — repaid  to  the  state  by  tolls  with  a clear  profit  of  more  than  $40,000,000.) 


JACKSON’S  ADMINISTRATION,  1829-1837. 

1.  Civil  service. 

2.  Anti-slavery  movement  (Garrison). 

3.  Tariff — Nullification. 

4.  National  bank. 


88 


STATE  MANUAL  AND  COURSE  OF  STUDY 


Suggestions : — 

Jackson's  unique  personality — both  strong  and  weak  ; the  first  president  to  apply  Marcy’s 
Maxim,  “To  the  victor  belong  the  spoils.”  “Battle  of  the  Giants” — Webster  and  Hayne.  “The 
Trio  of  Statesmen” — Clay  the  Peacemaker,  Webster  the  teacher  of  nationality  and  union, 
Calhoun  the  defender  and  exponent  of  slavery. 


VAN  BUREN’S  ADMINISTRATION,  1837-1841. 


1.  Financial  crisis. 

2.  Mormons. 

3.  Immigration  question. 


HARRISON-TYLER  ADMINISTRATION,  1841-1845. 

1.  Telegraph. 

2.  Annexation  of  Texas. 

Suggestions: — 

Annexation  of  Texas  urged  by  President  Tyler,  supported  by  Calhoun,  Jackson,  and  Polk  : 
opposed  by  Clay,  Benton,  and  Van  Buren.  the  question  really  being  southern  preponderance  in 
congress.  Compare  soldiers  of  the  United  States  with  those  of  Mexico.  Note  that  the  twin 
inventions  of  Morse  and  Stevenson,  each  so  necessary  to  the  full  development  of  the  other, 
were  seemingly  providential  in  their  simultaneous  conception  and  growth,  although  their  inter- 
dependence was  probably  unthought  of  by  the  inventors. 

Winter  Term: — 


POLK’S  ADMINISTRATION,  1845-1849. 

1.  Doctor  Whitman  in  Oregon — perilous  journey  to  Washington — influence  against 

English  greed — “Fifty-four-Forty,  or  Fight.”  Treaty  with  England. 

2.  Mexican  War — Struggle  of  Texas  for  independence — Santa  Anna’s  recognition, 

Mexico’s  refusal.  Admission  to  the  Union.  Steps  that  led  to  the  war— results. 

3.  Gold^-emigration. 

Suggestions : — 

Let  pupils  discuss  the  question, — Resolved,  That  the  Mexican  War  was  Unjust. 


FILLMORE'S  ADMINISTRATION,  1849-1853.  . 

1.  The  Slavery  question. 

2.  Omnibus  Bill — measure  of  “The  Great  Pacificator.” 

Suggestions: — 

Fillmore  was  a supporter  of  Clay's  compromise  ideas. — his  party  in  New  York  called  “Silver 
Grays  ;”  his  opponent  in  his  own  state  was  Wm.  H.  Seward,  who  believed  in  no  compromise, 
followers  of  the  latter  being  called  “Woolly-heads,  or  Seward-Whigs.”  Fugitive  slave  law 
aroused  much  antagonism,  and  the  “underground  railroad”  was  systematized  so  that  a chain  of 
stations  led  from  Kentucky  and  Maryland  across  the  Ohio.  These  stations  were  a day’s 
journey  apart ; fugitives  were  thus  concealed  and  fed  during  the  day,  and  helped  along  at 
night.  Its  president,  a Quaker  named  Levi  Coffin,  assisted  in  the  escape  of  about  100  slaves 
annually. 

This  administration  may  be  called  the  literary  era  of  the  United  States.  Harriet  Beecher 
Stowe,  William  Cullen  Bryant.  J.  Fennimore  Cooper.  Henry  W.  Longfellow.  James  G.  Whittier, 
Edgar  Allan  Poe,  and  Nathaniel  Hawthox-ne,  were  at  the  height  of  their  literary  careers. 

Notable  Events — Jennie  Lind’s  first  visit  to  America  : laying  of  the  corner  stone  at  Wash- 
ington, July  4,  1851  ; death  of  J.  C.  Calhoun,  Henry  Clay,  and  Daniel  Webster. 


PIERCE'S  ADMINISTRATION,  1853-1857. 

1.  Perry  and  Japan — important  treaty. 

2.  Kansas-Nebraska  Bill — struggle  between  the  North  and  South. 


EIGHTH  AND  NINTH  GRADES 


89 


BUCHANAN'S  ADMINISTRATION,  1857-1861. 

1.  Dred  Scott  Decision. 

2.  Business  panic. 

3.  Political  parties. 

4.  Election  of  Lincoln — Secession. 


Suggestions : — 

Geographical  conditions — Mason  and  Dixon's  line.  Refusal  of  immigrants  to  locate  where 
labor  was  belittled,  retarded  the  development  of  southern  states.  The  representation  from  the 
North  consequently  increased  more  rapidly  than  fi'om  the  South,  and  the  Senate  became  the 
stronghold  of  slavery,  the  jealousy  of  these  two  sections  over  new  territory  culminating  in 
war.  Equilibrium  of  senatorial  representation  broken  by  the  admission  of  Texas.  Missouri 
Compromise — beginning  of  the  “Irrepressible  Conflict.”  * Loyalty  of  southern  mountainers — 
contributed  100,000  troops  to  the  northern  cause ; their  soil  not  adapted  to  cotton  and 
tobacco,  hence  no  slaves  and  no  selfish  interest  in  the  slavery  question. 

National  development — the  California  gold  excitement,  opening  of  the  Mississippi  Valley 
by  railroads,  improvement  of  ocean  transportation,  and  general  advance  in  arts,  contributed 
to  great  material  prosperity.  Wild  speculation  and  over-investment  followed,  resulting  in  the 
panic  of  1857. 


LINCOLN'S  ADMINISTRATION,  1861-1865. 


Secession;— 

1.  Preliminary  Events — 

Sumpter. 

Call  for  volunteers. 

2.  Defense  of  Washington — 

Bull  Run. 

Peninsula  campaign. 

Jackson  in  the  Shenandoah. 
Seven-days’  battles. 

Lee’s  first  invasion. 

Lee’s  second  invasion — Gettysburg. 
Grant  before  Richmond. 

•Early’s  raid. 

Sheridan’s  raid. 

. 3.  Blockade, — foreign  relations. 

4.  Opening  of  the  Mississippi. 

Forts  Henry  and  Donelson. 

Battle  of  Shiloh. 

Surrender  of  New  Orleans. 
Capture  of  Vicksburg. 

5.  The  Negro — 

Emancipation  proclamation. 

Negro  soldiers. 

6.  Sherman’s  campaign — 

Capture  of  Atlanta. 

March  to  the  sea. 

7.  Close  of  War — 

Fall  of  Richmond. 

Surrender  of  Lee. 

Capture  of  Jefferson  Davis. 

Death  of  Lincoln. 

8.  Results — 

Settlement  of  the  questions, — 
Secession. 

Slavery. 

Strength  of  Government. 

12 


90 


STATE  MANUAL  AND  COURSE  OF  STUDY 


Suggestions:— 

Privateers. — Five  of  the  seven  formidable  privateers  were  built  in  England.  Charles 
Francis  Adams,  U.  S.  Minister  to  England,  aroused  by  English  contempt  of  his  protest,  uttered 
the  following  celebrated  words, — “We  are  too  busy  now  to  demand  justice  and  satisfaction, 
hut  the  time  will  come  when  we  shall  be  heard.”  France  also  permitted  the  construction  of 
ironclads  in  her  ports  though  only  one  was  launched. 

Monitor  and  Merrimac. — Far-reaching  results, — (a)  sustained  the  blockade  and  thus  starved 
the  South  into  submission;  (b)  revolutionized  naval  warfare;  (c)  shook  English  confidence 
in  the  success  of  secession,  thus  helping  to  prevent  recognition  by  the  English. 

Peninsular  Campaign. — Division  of  the  army.  Why?  Base  of  supplies — why  an  important 
item  in  warfare? 

Gettysburg. — “Waterloo  of  the  South  its  significance, — Southern  victory  meant  English 
recognition,  there  being  at  that  time  such  a measure  under  consideration  in  the  House  of 
Commons. 

The  Negro. — Policy  of  the  North  was  to  treat  southern  prisoners  as  felons  until  1862,  after 
which  prisoners  were  exchanged  until  the  North  enrolled  colored  troops,  whereupon  the 
South  refused  to  exchange  for  them  and  all  exchange  ceased. 

Threats  of  the  South. — To  shoot  down  every  white  officer  commanding  colored  troops  and 
enslave  every  black  prisoner. 

Lincoln's  Retaliation. — To  execute  a rebel  soldier  for  every  officer  shot  in  accordance  with 
the  above,  and  to  place  a rebel  soldier  at  hard  labor  on  public  works  for  every  negro  prisoner 
enslaved.  (Study  cruelties  of  prison  life — perhaps  some  old  soldier  could  be  induced  to  give 
a few  talks  to  the  pupils  on  this  subject.) 

Sherman's  Campaign. — Note  the  need  of  telegraph  and  railroad  in  modern  warfare — one 
hundred  cars  of  provisions  required  each  day  for  Sherman’s  army. 

Note. — In  the  study  of  any  war  a more  complete  view  is  obtained  by  taking  campaigns  and 
their  purposes  as  a whole  rather  than  by  their  chronology.  Thus  the  Civil  War  naturally 
divides  itself  as  in  our  outline.  From  this  it  is  not  to  be  understood  that  contemporaneous 
events  are  to  be  ignored.  History  should  be  so  taught  that  pupils  will  comprehend  the  entire 
historical  movement,  but  details  of  battles  and  military  maneuvers  should  not  be  committed 
to  memory. 


Spring  Term: — 

JOHNSON’S  ADMINISTRATION,  1865-1869. 

1.  Disbanding  the  armies. 

2.  Amnesty  proclamation. 

3.  Treatment  of  the  South, — 

President’s  plan — restoration. 

Congressional  plan — reconstruction. 

4.  Impeachment  of  President. 

5.  Amendments  to  Constitution,  13 — 14 — 15. 

6.  Atlantic  cable. 

7.  Alaska  purchase. 

Suggestions : — 

The  different  plans  of  reconstruction  led  to  a terrible  struggle  between  Congress  and  the 
President,  resulting  in  his  attempted  impeachment.  Note  the  disregard  of  Monroe  Doctrine 
during  the  Civil  War  by  Napoleon  III,  and  the  withdrawal  of  French  troops  from  Mexico  upon 
request  of  the  United  States — Maximilian’s  sad  fate. 


GRANT’S  ADMINISTRATION,  1869-1877. 


1.  Pacific  Railroad. 

2.  Fifteenth  Amendment. 

3.  Alabama  claims. 

4.  Indian  troubles. 

5.  Centennial  Exhibition. 

6.  Telephone  and  electric  light. 

7.  Electoral  Commission. 

Suggestions : — 

Development  of  the  West,  Custer  massacre.  Grant's  views  of  educating  the  Indian,  are  all 
worthy  of  special  attention.  Note  Grant's  honesty  ; incident. — borrowed  $100  of  Senator 
Sumner  to  pay  expenses  of  second  inauguration,  saying  he  had  not  money  enough.  "Black 
Friday.”  or  the  panic  among  banks,  the  Chicago  and  'Boston  tires,  created  much  excitement. 
Passase,  just  before  adjournment,  of  a resolution  by  the  House  of  Representatives,  declaring 
that  Tilden  and  Hendricks  had  been  elected — a protest  against  the  Electoral  Commission. 


HAYES’  ADMINISTRATION,  1877-1881. 


EIGHTH  AND  NINTH  GRADES 


91 


1.  Withdrawal  of  troops  from  the  South. 

2.  Strike. 

3.  Improvements  on  the  Mississippi — Eads. 

4.  Money  questio,n — resumption  of  specie  payment. 

Suggestions : — 

December  17,  1878,  at  12  :09  p.  m.  gold  was  at  par  for  the  first  time  in  sixteen  years.  Mrs. 
I-Iayes  refused  to  allow  wine  served  in  the  White  House,  and  was  honored  for  her  courage  by 
having  her  portrait  hung  in  the  Executive  Mansion,  Martha  Washington  being  the  only 
other  lady  thus  honored.  Cleopatra’s  Needle,  a gift  from  the  Khedive  of  Egypt,  was  set  up  in 
Central  Park,  New  York  City. 


1.  Assassination. 

2.  Civil  service  reform. 

3.  Cotton  Centennial  Exhibition — contrast  the  New  South,  its  diversified  industries 

and  educational  progress,  with  the  Old  South. 

Suggestions : — 

Garfield’s  appointment  of  an  enemy  of  Roscoe  Conklin  and  Thos.  C.  Platt,  to  the  position  of 
collector  of  the  port  of  New  York,  resulted  in  their  resignation  from  the  U.  S.  Senate.  Dis- 
astrous floods  in  the  Mississippi  Valley  rendered  one  hundred  thousand  persons  homeless. 
The  great  Brooklyn  bridge  was  built  (5,989  feet  long,  85  feet  wide). 


1.  Civil  service  reform  extended. 

2.  Labor  organizations. 

3.  Chicago  anarchists. 

4.  Important  legislation, — 

Presidential  succession. 

Counting  of  electoral  vote. 

Interstate  Commerce  Act. 

Chinese  Immigration  Act. 

Foreign  Contract  Labor  Bill. 

Suggestions : — 

The  death  of  Grant  attracted  world-wide  attention.  From  1885  to  1S89  fourteen  million 
dollars  was  expended  annually  on  the  development  of  the  navy.  Encroachments  made  upon 
Indian  reservation  in  Oklahoma  region  caused  an  uprising  of  the  Indians,  and  settlers  were 
driven  out  by  IT.  S.  troops.  The  foreign  contract  labor  bill  prohibited  importation  of  foreign- 
ers under  contract  to  labor. 


1.  Settlement  of  Oklahoma. 

2.  Pan-American  Congress — 66  representatives. 

3.  Reciprocity — treaties  with  foreign  countries  ( Blaine ) . 

4.  The  McKinley  Act. 

5.  Seal  fisheries. 

6.  New  States. 

7.  War  ships. 

8.  Hawaiian  revolution — proposed  treaty. 

Suggestions: — 

The  Mafia  Affair. — Results  in  national  entanglement : — crimes  committed  by  an  Italian 
society  in  New  Orleans  known  as  the  Mafia  were  traced  to  its  members  by  chief  of  police, 
David  C.  Hennessey.  Hennessey  was  assassinated  and  nine  of  the  Mafia  brought  to  trial,  but 
failure  of  conviction  so  enraged  the  people  that  a mob  forced  an  entrance  to  the  jail  in 
which  the  Italians  were  confined  and  murdered  them  all.  This  caused  strained  conditions 
between  the  United  States  and  Italy,  resulting  in  the  payment  of  $25,000  by  United  States  to 
the  families  of  the  murdered  Italians. 

The  four-hundredth  anniversary  of  America's  discovery  was  celebrated  in  New  York  and 
many  other  cities.  The  death  of  Mrs.  Harrison  caused  profound  grief  throughout  the  country 


GARFIELD-ARTIIUR  ADMINISTRATION,  1881-1885. 


CLEVELAND’S  ADMINISTRATION,  1885-1889. 


HARRISON’S  ADMINISTRATION,  1889-1893. 


92 


STATE  MANUAL  AND  COURSE  OF  STUDY 


CLEVELAND’S  SECOND  ADMINISTRATION. 

As  most  histories  now  in  use  in  our  schools  were'  published  prior  to  Cleveland's  sec- 
ond administration,  a more  complete  outline  is  given  for  this  than  for  the  other  admin- 
istrations. Pupils  should  study  the  following  topics  by  consulting  back  newspaper  files 
and  by  conversation  with  well-informed  people.  Much  of  the  recent  history  can  be  re- 
membered by  teacher  and  parents. 

1893. 

B awaiian  Treaty : — 

One  of  the  first  acts  of  President  Cleveland  was  the  recall  of  the  Hawaiian  treaty 
sent  to  the  senate  by  President  Harrison.  This  treaty  provided  for  the  annexation 
of  Hawaii  to  the  United  States.  Mr.  Blount  was  sent  to  Hawaii  as  a special  pleni- 
potentiary and  all  semblance  of  United  States  authority  was  thus  removed. 

Faval  Display: — 

During  the  month  of  April  a most  remarkable  naval  display  occurred  in  New 
l^ork  harbor,  consisting  of  thirty-five  war  ships,  representing  ten  different  countries. 

World’s  Fair:- — 

On  the  first  of  May  the  Columbian  Exposition  held  in  Chicago  was  opened  by 
President  Cleveland.  This  was  the  greatest  exhibition  in  the  world’s  history.  The 
total  cost  of  this  great  enterprise  exceeded  $31,000,000;  the  total  number  of  paid 
admissions  amounted  to  nearly  $22,000,000. 

Financial  Depression: — 

During  this  period  began  one  of  the  most  disastrous  and  extended  financial  depres- 
sions known  in  our  history.  On  June  30  President  Cleveland  issued  a call  for  an 
extra  session  of  congress  to  consider  measures  for  relief.  The  principal  feature  of 
this  session  was  the  repeal  of  the  law  known  as  the  Sherman  Act,  in  the  hope  that 
the  financial  stringency  would  be  relieved;  but  the  repeal  of  this  act  did  not  have 
the  expected  result  in  restoring  confidence. 

Bond  Issue: — 

The  gold  reserve,  which  it  is  deemed  necessary  to  keep  at  not  less  than  one  hundred 
million  dollars,  fell  below  seventy  millions;  to  meet  this  deficiency  Secretary  Carlisle 
issued  proposals  for  the  purchase  of  fifty  million  five  per  cent  ten-year  bonds.  Dur- 
ing the  succeeding  summer  the  deficit  continued  until,  on  August  10,  1894,  the  re- 
serve stood  below  fifty-three  millions,  and  a second  call  for  fifty  million  five  per 
cent  ten-year  bonds  was  issued;  these  were  sold  to  a New  Yrork  syndicate.  The  re- 
serve continued  to  fluctuate  and  on  February  9,  1895,  reached  its  lowest  point  ($41,- 
393,212),  when  the  celebrated  contract  with  the  Belmont-Morgan  Gold  Syndicate 
was  made.  The  storm  of  protest  was  so  great,  however,  that  the  next  plan  for  re- 
plenishing the  reserve  was  by  a “popular  loan”  of  one  hundred  million  dollars.  These 
bonds  were  quickly  sold,  bringing  over  one  hundred  eleven  millions. 

Coxey’s  Army: — 

Soon  after  the  repeal  of  the  Sherman  act,  business  stagnation  became  visible  in 
all  parts  of  the  country,  and  J.  S.  Coxey,  of  Ohio,  proposed  to  march  to  Washington 
with  100,000  of  the  unemployed  to  make  certain  demands  upon  Congress.  In  re- 
sponse to  his  call  about  10,000  men  pressed  on  to  Washington,  but  were  not  allowed 
to  march  upon  the  Capitol  grounds.  After  remaining  in  camp  outside  the  city  for  a 
few  weeks,  they  returned  to  their  homes. 

Strikes : — 

Many  extensive  strikes  occurred.  Those  in  the  bituminous  coal  field  were  the 
most  extensive,  175,000  miners  stopping  work.  In  Massachusetts  35,000  cotton 
spinners  struck.  The  trainmen  on  the  Great  Northern  Railway  struck  in  a body, 
and  soon  after  trouble  arose  in  the  car  works  at  Pullman,  caused  by  great  reduc- 
tion in  wages  without  a corresponding  reduction  in  rents  collected  by  the  company. 
When  Pullman  refused  to  arbitrate  at  request  of  the  American  Railway  Union,  the 


EIGHTH  AND  NINTH  GRADES 


93 


latter  organized  a “sympathetic  boycott”  on  Pullman  cars.  Chicago  was  the  cen- 
ter of  great  disturbance  and  the  strikes  increased  daily,  until  the  city  was  seem- 
ingly in  the  hands  of  a lawless  mob  which  greatly  impeded  passenger  traffic  and 
destroyed  an  enormous  amount  of  property.  The  regulars  stationed  at  Fort  Sheri- 
dan were  ordered  to  proceed  to  the  city  for  protection  of  the  mail  service,  but 
Governor  Altgeld,  of  Illinois,  opposed  this,  claiming  the  president  had  no  right  to 
send  United  States  troops  without  an  order  from  the  governor.  However,  President 
Cleveland  sustained  his  position  and  the  riots  were  controlled. 

1894. 

Tariff : — 

Passage  of  the  Wilson  Bill  precipitated  one  of  the  bitterest  congressional  con- 
tests in  our  history.  When  the  bill  finally  reached  the  hands  of  the  President,  he 
refused  to  sign  it,  claiming  it  did  not  embody  the  promised  tariff  reform  legisla- 
tion to  which  the  party  was  pledged.  Both  this  and  the  River  and  Harbor  Bill 
became  a law  without  his  signature. 

Admission  of  Utah: — 

On  July  17,  the  President  signed  the  bill  making  Utah  a state. 

Death  of  Holmes : — 

On  October  7,  occurred  the  death  of  the  beloved  Oliver  Wendell  Holmes. 

1895. 

Niagara  Harnessed : — 

July  1 witnessed  one  of  the  triumphs  of  modern  engineering  skill  in  the  first  trans- 
mission of  electrical  power  from  Niagara  Falls  to  Buffalo. 

Death  of  Dr.  Smith: — 

On  November  1C,  Dr.  S.  F.  Smith,  author  of  “America,”  suddenly  died. 

V enezuelan  Difficulty : — 

In  this  year  occurred  the  famous  Venezuelan  boundary  controversy.  For  many 
years  there  had  been  a dispute  between  Great  Britain  and  Venezuela  concerning  the 
boundary  of  British  Guiana,  Great  Britain  claiming  that  her  possessions  extended 
to  the  Essequibo  River.  The  English  seemed  determined  to  hold  the  ground  by 
force;  but  this  attitude  was  believed  to  be  contrary  to  the  spirit  of  the  Monroe 
Doctrine,  and  on  December  17  President  Cleveland  sent  a message  to  Congress  in 
which  he  notified  England  that  any  encroachment  upon  Venezuelan  territory  would 
be  considered  an  unfriendly  act.  The  dispute  continued  until  the  closing  days  of 
this  administration  (February,  1897),  when  England  and  Venezuela  signed  an  agree- 
ment to  abide  by  the  decision  of  an  arbitration  committee  composed  of  the  following: 
Baron  Herseliel  and  Sir  Richard  Henn  Collins  (Judge  of  the  English  Supreme  Court), 
both  of  England;  Judge  Brewer  and  Hon.  Melville  Weston  Fuller  (Chief  Justice  of 
United  States  Supreme  Court ) , both  of  America. 

1896. 

Clara  Barton: — 

On  January  22  Miss  Clara  Barton,  President  of  the  Red  Cross  Society,  sailed  for 
Turkey  to  care  for  the  sufferers  on  Armenian  battle-fields. 

Cuban  Situation : — 

During  the  session  of  congress  exciting  discussions  occurred  in  both  senate  and 
house  over  the  Cuban  situation,  but  with  no  definite  result. 

St.  Louis  Cyclone: — 

On  March  3 one  of  the  most  disastrous  cyclones  in  our  history  swept  over  St.  Louis, 
Mo.,  causing  the  loss  of  more  than  a thousand  lives  and  much  property,  including 
the  great  trans-Mississippi  bridge. 


94 


STATE  MANUAL  AND  COURSE  OF  STUDY 


River  and  Harbor  Bill: — 

The  River  and  Harbor  Bill  for  this  session  being  vetoed  by  the  President,  it  was 
promptly  passed  over  his  veto. 

Consul-General  to  Cuba: — 

The  Cuban  question  still  continued  to  attract  wide-spread  sympathy,  and  General 
FitzHugh  Lee  was  appointed  consul-general  to  Cuba.  It  was  generally  supposed 
that  the  many  stories  concerning  Spanish  atrocities  would  be  investigated  by  him 
and  the  attitude  of  the  United  States  toward  Cuba  be  definitely  stated. 

Arbitration  Treaty: — 

The  Anglo-American  treaty,  a treaty  looking  toward  the  settlement  by  arbitration 
of  controversies  between  the  United  States  and  Great  Britain,  consumed  much  time 
in  both  House  and  Senate,  attracting  wide-spread  attention,  but  failed  to  become  a law. 

Items  of  Interest: — 

On  December  3 the  first  cable  dispatch  between  New  York  and  Hayti  was  sent; 
and  during  the  same  month  ex-Queen  Liliuokalani  came  to  the  United  States,  hoping 
by  personal  influence  to  gain  support  in  her  efforts  for  restoration. 

Germany  having  imposed  a tax  of  six  cents  per  ton  on  American  shipping,  Presi- 
dent Cleveland  retaliated  by  similar  treatment  of  German  shipping,  both  acts  being 
contrary  to  treaty. 


MCKINLEY’S  ADMINISTRATION. 

The  administration  of  President  McKinley  is  fresh  in  the  minds  of  all,  but  the  fol- 
lowing topics  are  suggested  for  research:  — 

1 . The  Cabinet — See  Michigan  Manual  ( Red  Book ) . 

2.  Extra  session  convened  March  16. 

3.  Mississippi  floods — 15,800  square  miles  submerged,  the  largest  cotton  producing 

area  in  the  United  States;  $200,000  voted  by  Congress  to  aid  the  sufferers. 

4.  Bell  Telephone  Company  wins  the  suit  brought  against  it  by  the  United  States 

to  annul  the  last  Berliner  patent. 

5.  The  Morgan  resolution  regarding  Cuban  belligerency  passed  by  the  Senate,  but 

ignored  by  the  House. 

6.  Interstate  Commerce  Act  declared  unconstitutional — one  of  the  most  important 

decisions  in  the  annals  of  American  jurisprudence. 

7.  Passage  of  the  Dingley  bill. 

8.  Congress  votes  $50,000  for  relief  of  American  citizens  in  Cuba. 

9.  Congress  sets  apart  June  14  as  a National  Flag  Day. 

10.  Secretary  of  the  Navy  authorized  to  transport  donated  supplies  to  starving  India. 

11.  Treaty  providing  for  annexation  of  Hawaii  sent  to  the  Senate,  with  a favorable 

message  from  the  President. 

12.  Klondike  excitement — estimated  output  for  1897,  $10,000,000.  Fort  Cudahy 

and  Forty-Mile  on  opposite  sides  of  Forty-Mile  Creek,  are  the  principal 
trading  posts  of  the  American  and  Canadian  transportation  companies,  re- 
spectively. The  141st  meridian  is  the  dividing  line  between  Alaska  and 
Canada.  Circle  City  on  American  soil  and  Dawson  City  on  the  Canadian 
side,  are  the  two  chief  camps.  They  may  be  reached  via  Seattle  by  a water 
route  4,000  miles  long  or  by  a shorter,  but  far  more  difficult  route,  via  the 
lower  Alaskan  country  and  through  Chilkat  Pass. 

13.  Committee  appointed  to  investigate  Nicaraguan  Canal  route. 

14.  Great  International  Commercial  Congress  formally  opened  in  Philadelphia,  June 

2, — 350  delegates  present. 

15.  Great  strike  in  bituminous  coal  region  of  150,000  miners.  The  Hazleton  Hor- 

ror— 22  killed,  13  fatally  injured,  and  nearly  60  others  wounded. 

16.  Monetary  Commission  convened  in  Washington,  Sept.  20,  for  investigation  and 

study  of  the  financial  situation. 

17.  Greater  New  York — exciting  contest  for  the  mayoralty  and  triumph  of  Tam- 

many. The  patronage  controlled  by  the  mayor  aggregates  half  a million 
dollars  in  salaries  annually. 


EIGHTH  AND  NINTH  GRADES 


95 


18.  Seal  treaty  between  the  United  States,  Russia,  and  Japan  signed  and  awaiting 
approval  of  Senate,  prior  to  which  treaties  are  never  made  public.  (England 
agreed  to  meet  with  this  conference,  but  finally  refused  on  the  ground  that 
Japan  was  an  outside  party.) 


OUTLINES  FOR  REFERENCE. 

9 

SLAVERY. 

Introduced  into  America  by  the  Dutch  in  1619.  From  1619  to  the  Revolution,  gov- 
ernment controlled  by  friends  of  slavery.  More  than  500,000  slaves  in  the  colonies — 
few  in  New  England  and  Middle  States,  employed  as  family  servants.  First  law 
against  slavery  passed  by  Rhode  Island  in  1652.  Rapid  growth  in  the  South,  stimulated 
by  the  production  of  tobacco,  indigo,  rice,  and  cotton.  Many  slaves  bore  arms  in  the 
Revolutionary  War  and  were  generally  given  their  freedom. 

Clause  abolishing  slavery  was  put  into  first  draft  of  the  Declaration  of  Independence- 
overruled  by  southern  influence. 

Slavery  and  the  Constitution. — The  “three-fifths  compromise” — importation  of  slaves 
forbidden  after  1808. 

Congressional  control  of  slavery  conceded  by  both  North  and  South  during  discussions 
concerning  Northwest  Territory,  1787.  Invention  of  cotton  gin — increased  demand  for 
slave  labor — “King  Cotton.”  (The  cotton  gin  indirectly  a potent  cause  of  Civil 
War.) 

Louisiana  Purchase — Feeling  of  North ; of  South. 

Missouri  Compromise — Missouri  asks  admission — bitter  discussion  of  slave  question — 
Clay’s  compromise,  36°  30' — a victory  for  the  South. 

Anti-Slavery  Agitation— First  society  1688,  German  Quakers.  Prominent  abolition- 
ists, Benjamin  Lundy,  William  Lloyd  Garrison,  Wendell  Phillips,  John  G.  Whittier, 
William  Jay. 

Independence  of  Texas — Asks  admission  to  the  Union  with  a pro-slavery  constitution 
— favored  by  the  South — Wilmot  proviso. 

Compromise  of  1850 — Union  preserved — fugitive  slave  law — underground  railway — 
the  “higher  law.” 

Kansas-N  ebraska  Bill — Violation  of  1820  compromise — -intense  excitement — John 
Brown — Brooks’  attack  on  Sumner. 

Dred  Scott  Decision — Increase  of  antagonism  between  North  and  South. 

Election  of  Lincoln — A sectional  president — excitement  of  South — Secession. 

Emancipation  Proclamation — A war  measure,  slavery  abolished  by  it. 

Education  of  the  Negro — In  1890  1,000,000  pupils,  20,000  schools,  costing  $7,000,000 
per  annum — 95  per  cent  of  the  above  money  raised  by  southern  whites.  Since  the 
war  $50,000,000  spent  by  South,  $35,000,000  by  the  North  for  colored  schools.  It  is 
estimated  that  over  two  and  one-quarter  million  negroes  can  read  and  write. 


THE  TARIFF. 

1”89 — First  law  passed — 8 per  cent  ad  valorem — largely  protective. 

1812 — Manufactures  stimulated  by  the  war — tariff  doubled  as  a war  measure. 

1816 — Principle  of  protection  in  fact  as  well  as  name — tendency  to  specific  duty, 
25  per  cent  until  1819  and  then  20  per  cent;  not  sufficient  to  exclude 
English  wares. 

1824 — Rate  increased — strong  sectional  feeling.  Why? 

1828 — The  “tariff  of  abominations”  imposed  duty  on  raw  materials — political  rather 
than  economic — opposed  by  South. 

1832 — Rate  reduced,  but  principle  of  taxation  retained.  Nullification  (Calhoun)  — 
Jackson’s  proclamation— passage  of  the  “Bloody  Bill”  by  Congress — repeal 
of  Nullification  by  South  Carolina. 


96 


STATE  MANUAL  AND  COURSE  OF  STUDY 


1833 — Compromise  tariff  (Clay). 

1846 — New  tariff  arranged  in  nine  schedules — moderately  protective. 

1857 — Still  greater  reduction. 

1861 — Small  revenues  owing  to  reduced  tariff  of  ’57 — increase  of  tariff. 

1864 — Basis  of  permanent  tariff  system — both  revenue  and  protective  duties  in- 
creased. 

1867 — Increased  duties  on  wool  and  woolen  goods. 

1869 — Copper  act  passed  over  Johnson’s  veto. 

J870 — Revenue  reduced. 

1872— Repeal  of  all  duties  on  tea  and  coffee — protective  duties  made  the  source  of 
revenue. 

1883 — Decrease  of  tariff  on  cheap  goods  and  increase  on  goods  of  high  grade. 

1890 — McKinley  Act — raw  sugar  admitted  free,  raw  wool  slightly  increased,  woolen 
goods  considerably  advanced,  fine  goods  increased,  increase  on  tin  plate 
( purely  protective ) . 

1894 — Wilson-Gorman  bill  (change  toward  free  admission  of  raw  materials)  raw 
wool  free,  the  important  change — ad  valorem  duties  on  woolen  goods,  duty 
on  manufactures  slightly  lowered — sugar  not  free. 

1897 — Dingley  bill,  “A  bill  to  provide  revenue  for  support  of  the  government  and 
to  encourage  the  industries  of  the  United  States” — reciprocity  clause  some- 
what broader  than  that  of  1890. 

Essential  difference  betioeen  Wilson-Gorman  and  Dingley  bills: — The  first  was  based 
upon  the  argument  that  the  United  States  cannot  compete  with  foreign 
countries  on  raw  material,  the  second  on  the  argument  that  the  prosperity 
of  the  manufacturer  depends  upon  that  of  the  agriculturist  and  therefore 
both  need  tariff  protection. 

Important  changes  by  Dingley  bill: — Substitutes  specific  duties  for  ad  valorem;  places 
a “differential  duty”  on  sugar : fosters  art  by  imposing  20  per  cent  duty,  and  the 
wine  industry  by  a duty  on  still  wines  of  $1.60  per  dozen  quarts  ; aids  the  manufacture 
of  flax  by  raising  the  duty,  and  transfers  wool  from  free  to  dutiable  list  (one  of  the 
crowning  results  from  the  protectionist’s  standpoint)  ; favors  the  culture  of  lemons 
and  oranges  by  a duty  of  one  cent  per  pound.  (A  great  contest  waged  by.  California 
fruit  growers  for  high  duties  on  these  fruits.) 


MONEY  LEGISLATION' . 


1792  Gold  Dollar. 
1834  “ 


1*37 


Grs. 

24.75 

Grs. 

2.25 

Grs. 

916§ 

1000 

1 to  15 

Silver  Dollar. 

Grs. 

371.25 

Grs. 

44.75 

Grs. 

416 

892+ 

1000 

15  to  1 

23.2  i 

i 2.6 

25.8 

899.225 

1 

371.25 

44.75 

416 

892 -r- 

16.002 

1000_ 

16.002 

looo 

1 

9S  99 

2.58 

25-8 

900 

1 

371.25 

41.25 

412.5 

900 

15.988372 

1 1000 

15.988372 

lobo 

1 

1849 — The  gold  coins  were  the  twenty-dollar  and  one-dollar  pieces  (no  change  in 
amount  or  fineness ) . 

1853 — A new  gold  coin,  the  three-dollar  piece.  The  silver  coins  (subsidiary)  were 
the  half-dollar  of  192  grains,  and  smaller  coins  in  ratio  to  their  values 
(legal  tender  for  five  dollars  only). 


EIGHTH  AND  NINTH  GRADES 


97 


1873 —  Silver  was  demonetized  and  the  gold  dollar  made  the  unit  of  value.  Congress 

declared  “the  silver  coins  of  the  United  States  shall  be  legal  tender  at  their 
nominal  value  for  any  amount  not  exceeding  five  dollars  in  any  one  pay- 
ment”— “the  gold  coins  of  the  United  States  shall  be  a one-dollar  piece 
which,  at  the  standard  weight  of  25.8  grains,  shall  be  the  unit  of  value, 
etc.”  This  act  omitted  mention  of  the  silver  dollar,  but  the  trade  dollar 
of  420  grains  was  substituted  for  the  standard  .silver  dollar,  being  legal 
tender  for  five  dollars  only — ratio  16.27907  to  1.  Coinage  of  the  three-cent 
piece  was  discontinued;  ratio  of  fractional  silver  slightly  increased,  made 
14.95345  to  1. 

1874 —  Act  passed  forbidding  coinage  of  the  standard  silver  dollar. 

1878 —  Silver  remonetized  (41214  grs.),  standard  silver  declared  one  dollar.  Secretary 

of  Treasury  authorized  to  purchase  and  coin  each  month  not  less  than 
$2,000,000,  nor  more  than  $4,000,000  worth  of  silver  bullion. 

1879 —  Fractional  coin  made  a legal  tender  for  ten  dollars — holders  permitted  to 

exchange  these  coins  at  the  Treasury  in  sums  of  twenty  dollars  or  multiples 
thereof. 

1890 — Act  passed  authorizing  the  purchase  of  silver  bullion  offered  at  the  mint,  in 
amount  not  exceeding  4,500,000  ounces  per  month,  nor  in  price  one  dollar 
per  ounce,  U.  S.  Treasury  notes  redeemable  in  coin  (silver  certificates)  to 
be  issued  in  payment  thereof — also  authorized  the  coinage,  until  July  1, 
1891,  of  2,000,000  ounces  each  month,  and  thereafter  as  much  as  might  be 
needed  to  redeem  said  Treasury  notes. 

1893 — Act  passed  repealing  the  purchasing  clause  of  1890  and  outlining  the  policy 
of  government  as  follows: — To  continue  use  of  both  gold  and  silver  as 
standard  money,  and  to  coin  both  into  money  of  equal  intrinsic  and  ex- 
changeable value. 


BOOK-KEEPING. 

In  accordance  with  the  suggestion  of  the  committee  of  twelve  the  following  simple 
forms  of  keeping  accounts  are  outlined.  It  is  thought  that  the  work  is  best  fitted  for 
the  winter  term  when  the  older  pupils,  especially  the  boys,  are  most  likely  to  attend 
school. 

It  is  not  necessary  that  a teacher  be  master  of  the  intricacies  of  book-keeping  to 
teach  the  following  business  forms  and  accounts. 

13 


98 


STATE  MANUAL  AND  COURSE  OF  STUDY 


First  Month: — 


* Sf<^ 


Order. 


Z/Zanteny,  .y//(c/t. , y/Zay  2,  2902. 


Z/ay  //Zency  Z/Zay  mom/  Z/Z/ccty  ZZZ/Zo//ar4 
am/  c/arye  to  my  account. 

222? 

*y 


222? 

^ylenru  c ooofr. 


Receipt. 


(2 


/)fa/amazoo,  y/ifc/t.,  J/ane  2,  2902. 
^ecetcec/  /com  ////aery  Z/Zonant  one  /unc/cec/ 
c/o//ar4  on  /a//  o/  account  to  c/ate. 

*y 


222? 

27lenr?t 


oon. 


Bank  'Note  ( Negotiable ). 


ZZ/ZcmAtny,  y/Ztc/.F  ZZe/t  2,  2902. 
cty  c/ay 4 a/tec  c/ate  /Z  /comMe  to  /ay 
Z/Zeorye  , oc  occ/er,  ///toC'  ////unc/cec/  anc/  ^oq 

ZZZ/Zo//ar4.  Z *a/ue  receive*/.  /Znterefrt  at  0 /tec 

cent  ftaya//e  at  Z /tty  yZattona/  //San/. 

(ZZcto/er  5,  2902. 


222?  2& 

2/tacry  &. 


roicn. 


EIGHTH  AND  NINTH  GRADES 


99 


Joint  'Note  (negotiable). 

Q^etrott  , ^Itov.  2,  2902, 

^finety  e/ayJ  a^ter  e/ate,  ^or  va/ue  recewee/, 
yotnt/y  ano/  4erera//y  /romtoe  to  /ay  garnet 
thrown,  or-  ort/er,  twenty -^tve  am/  ^ Qjo//ar6, 
mtt/  interest  at  6 /ter  cent  /ter  annum.  ^aya//e 
at  /tj  reotc/ence. 

Q/ue  Sfce/.  3,  2302. 

^to/ial.  ^^oe/e. 

<S$ary  (O.  ^/ar/. 


Draft. 


A draft  is  based  upon  the  theory  that  the  drawee  has  money  in  his  possession 
belonging  to  the  drawer. 

A n.Ue,  order,  or  draft,  is  negotiable  only  when  made  payable  to  “order”  or  “bearer.” 


100 


STATE  MANUAL  AND  COURSE  OF  STUDY 


Statement  Form  of  Account. 

1897.  Student  in  Account  with  H.  B.  Clark.  Dr. 


Jan. 

3 

To  25  lbs.  Sugar 

_ 1 

@ $.0o 

1 

25 

< i 

4 

“ 4 “ Coffee 

.20 

80 

i i 

15 

“ 6 “ Crackers 

.10 

60 

Feb. 

5 

“ 1 bbl.  Apples 

3 

00 

Mar. 

5 

“ 1 doz.  Oranges 

30 

<< 

28 

“ 3 bu.  Potatoes 

.60 

1 

80 

7 

75 

Cr. 

Jan. 

4 

By  Cash 

3 

00 

i 6 

8 

“ 3 Days’  Work 

@ 1.25 

3 

75 

Mar. 

1 

“ 500  ft.  Lumber 

12  M 

6 

00 

12 

75 

Balance  his  due 

5 

00 

Received  of (student) 

Five  dollars  to  balance  account. 

H.  B.  Clark. 

Give  one  month  of  this  work,  with  business  forms,  notes,  drafts,  receipts,  etc. 

In  like  form  write  the  following,  using  actual  dates:  — 

1.  I (student)  sell  R.  S.  Clarkson  mdse,  to  the  amount  of  $40. 

2.  A horse  for  $75  on  acct. 

3.  He  pays  cash,  $25. 

4.  Sell  him  the  following:  1 suit  clothes,  $12;  5 yds.  broadcloth  @ $2;  1 bbl.  sugar 

@ 5c. 

5.  He  loans  me  $25,  receiving  credit  on  acct. 

6.  He  furnishes  25  cords  of  wood  @ $1.60. 

7.  Settlement  is  made  and  cash  paid  to  balance  the  account. 

Student  in  Account  with  Jos.  Easton,  a 'bookseller: — 

1.  Sells  him  $25  worth  of  clothing. 

2.  Buys  International  Dictionary  $9.50,  dictionary  holder  $3. 

3.  Returns  the  dictionary  holder  and  takes  a better  one  worth  $5. 

4.  Sells  him  12  yds.  calico  at  8c;  15  yds.  muslin  at  13c;  12  yds.  silk  at  $1.12*4. 

5.  Settlement  and  cash  to  balance  account. 

Student  birys  of  Harlow  Green: — 

1.  A carriage,  $75;  a gas  stove,  $12;  1 keg  of  nails,  $2.80. 

2.  Sells  him  two  suits  of  boys’  clothes  at  $8.50  and  $9.75;  1 pair  of  shoes  $4. 

3.  Account  settled  by  cash. 

Further  Transactions : — 

January  1,  1897. — Bought  of  James  Graham  on  account,  1 bbl.  flour,  $4.50:  42  lbs. 

granulated  sugar  @ 6c;  2 lbs.  raisins  @ 12c;  1 lb.  tea  @ 50c  ; 8 
lbs.  coffee  @ 44c.  (J.  G.  Cr.) 

January  11. — Paid  James  Graham  cash  on  account,  $15. 

January  18. — Sold  James  Graham  on  account,  1 cheese,  28  lbs.  @ 12c;  14  bu.  pota- 
toes @ 45c;  2 bbls.  apples  @ $3.50;  6 cabbages  @ 5c.  Bought  of 
him  10  gals,  molasses  @ 62c;  1 box  salt,  42c;  1 gross  matches,  10c; 
*4  lb.  nutmegs,  45c;  *4  lb-  pepper,  12c. 

January  19. — Sold  Galon  Keene  on  account,  2 cords  dry  wood  @ $4.75;  1 cord  green 
wood,  $4.12. 


EIGHTH  AND  NINTH  GRADES 


101 


January  20. — Galon  Keene  shod  horse  on  account,  $1.75;  and  mended  chain, 
31c.  Sold  him  1 bbl.  apples,  $3.50:  4 bu.  potatoes  @ 56c;  16  lbs. 
butter  @ 25c. 

January  25.— Galon  Keene  hired  horse  and  sleigh  to  go  to  Belfast,  for  which  we 
charged  him  $3  on  account. 

• January  26. — John  H.  Eastman  ironed  sled  and  charged  us  on  account,  $7.42. 

January  28. — John  H.  Eastman  shod  our  oxen  and  charged  us  on  account,  $3. 

January  30. — John  H.  Eastman  set  shoes  on  horse,  60c;  mended  chain,  20e;  mended 
shovel,  15c;  for  which  he  charged  us  on  account. 


Second  Month: — 

Teach  next  the  keeping  of  the  cash  book.  Impress  upon  the  pupils  the  necessity 
of  keeping  account  of  money  received  and  paid  out. 

Instruct  carefully  in  balancing  the  account.  Remember  all  false  entries  (made  for 
the  purpose  of  balancing  an  account  and  carried  to  a new  account  in  black  ink)  are 
made  in  red  ink.  If  pupils  have  no  red  ink,  have  them  underscore  such  words  and  figures. 


Cash  Account. 


Dr.  Cr. 


Jan. 

1 

To  Amt.  on  Hand 

100 

00 

“ 

1 

By  Amt.  paid  for  Hat 

3 

00 

“ 

5 

“ 1 pr.  Shoes 

4 

00 

“ 

6 

“ Repairs  on  Cutter 

7 

00 

“ 

31 

“ Sundries 

17 

60 

“ Balance 

68 

40 

(False  entry  made  in  red  ink  to  close  tie  account  for  Jan.) 

100 

00 

100 

00 

Feb. 

1 

To  Balance  of  cash  on  hand  (black  ink) 

68 

40 

“ 

3 

“ Amount  rec’d  for  Labor,  1 mo 

50 

00 

“ 

7 

By  1 Suit  Clothes 
“ 2 bu.  Apples 

25 

00 

< < 

18 

@ 60c 

1 

20 

“ 

24 

“ 1 pr.  Overshoes 

1 

60 

28 

“ Balance  (false  entry  red  ink) 

90 

60 

118 

40 

118 

40 

Mar. 

1 

To  Balance,  cash  on  hand 

90 

60 

“ 

3 

By  Amt.  loaned  to  A.  R.  Rich 

50 

00 

“ 

5 

To  Amt.  rec’d  for  Labor,  1 mo. 

50 

00 

“ 

10 

By  Sundries 
“ 1 doz.  Hdkfs. 

18 

25 

4 < 

15 

1 

25 

“ 

15 

“ Expenses  at  Party 

2 

50 

“ 

20 

To  borrowed  Money  returned 

50 

00 

« « 

31 

By  Balance  (red  ink) 

118 

60 

190 

60 

190 

60 

Apr. 

1 

To  Balance,  cash  on  hand 

118 

60 

One  month  of  this  work.  Pupils  should  imagine  transactions  with  each  other. 
Keep  them  familiar  with  forms  of  notes,  receipts,  due  bills,  etc.  Every  order,  due 
bill,  or  note  mentioned,  should  be  drawn  by  pupil.  Insist  upon  neatness,  good  writing, 
and  correct  figures. 


102 


STATE  MANUAL  AND  COURSE  OF  STUDY 


Further  Transactions : — 

January  1,  1897. — Cash  on  hand  this  day,  $31.17.  (This  should  be  entered  on  the 
debit  side  of  cash  account.) 

January  2. — Paid  cash  for  tax,  $19. 

January  6. — Sold  four-year-old  colt  for  $162. 

January  11. — Paid  James  Graham  cash  on  account,  $15. 

January  20. — Paid  cash  for  “Mirror  and  Farmer”  one  year,  $1. 

January  25. — Paid  George  Allen  cash  to  balance  account,  $17.25. 

January  26. — Sold  for  cash  one  heifer,  $30.  Paid  Dr.  Samuel  Johnson  for  medical 
attendance,  cash,  $10.75. 

January  27. — Paid  Amos  C.  Brooks  cash  on  account,  $10.50. 

(Balance  the  account.) 

March  1. — Cash  on  hand  this  day,  $4,000.  Bought  of  Arnold,  Deane  & Co.,  a stock 
of  goods  for  which  we  have  paid  them  cash,  $3,257.37 ; and  have  paid 
Anson  Davis  rent  of  his  store  for  one  month  in  advance,  $15. 

March  2. — Paid  sundry  expenses,  $25.84. 

March  4. — Received  cash  for  sales  this  day,  $9.50. 

March  5. — Received  cash  for  sales  this  day,  $12. 

March  6. — Received  cash  for  sales  this  day,  $15.75. 

March  7. — Received  cash  for  sales  this  day,  $10.70. 

(Balance  the  account.) 

March  9. — Paid  cash  for  bill  of  goods,  $500.  Received  cash  for  sales  this  day,  $13.50. 
March  10. — Received  cash  for  sales  this  day,  $19. 

March  11. — Cash  received  for  sales  this  day,  $17.50. 

March  12. — Cash  received  for  sales  this  day,  $21. 

March  13. — Received  cash  for  sales  this  day,  $25. 

March  14. — Erastus  Brown  paid  cash  on  account,  $25. 

(Balance  the  account.) 

March  16. — Received  cash  for  sales  this  day,  $9.75. 

March  17. — Cash  received  for  sales  this  day,  $11. 

March  18. — Paid  cash  for  bill  of  goods,  $200.  Received  cash  for  sales  this  day,  $15. 
March  19. — Received  cash  for  sales  this  day,  $17.50. 

March  20. — Cash  received  for  sales  this  day,  $8. 

March  21. — Received  cash  for  sales  this  day,  $13. 

(Balance  the  account.) 

March  23. — Received  cash  for  sales  this  day,  $12.50. 

March  24. — Received  cash  for  sales  this  day,  $16.50. 

March  25. — Received  for  sales  this  day,  $29.50. 

March  26. — Received  cash  for  sales  this  day,  $9. 

March  27. — Received  cash  for  sales  this  day,  $11.50. 

March  28. — Received  cash  for  sales  this  day,  $12.88. 

(Balance  the  account.) 


Third  Month:  — 

Student  in  Account  with  Geo.  W.  Smith. 

1897  Dr.  Cr. 


May 

1 

To  Cash  loaned  him 

12 

00 

2 

“ 5 bu.  Potatoes 

@ $.40 

2 

00 

6 < 

10 

“ 28  lbs.  Sugar 

.04| 

1 

33 

66 

12 

By  Cash,  paid  money  loaned 
“ 2 cords  Maple  Wood 

12 

00 

1.75 

3 

50 

“ 1 load  Hay,  1875  lbs. 

12.00 

11 

25 

June 

1 

To  1 suit  Clothes 

15 

00 

“ 

3 

By  Cash  to  balance  acct. 

3 

58 

30 

33 

30 

33 

1 

EIGHTH  AND  NINTH  GRADES 


103 


In  the  same  form  write  the  following  imaginary  accounts: 


Wheatfield  Account. 

1896  Dr.  Cr. 


Sept. 

1 

To  Cash  for  plowing  30  acres  (5)  $1.25 

37 

50 

X( 

5 

“ “ “ harrowing  the  same 

17 

50 

t i 

12 

“ “ “ 30  bu.  seed  wheat  .66 

19 

80 

6 i 

13 

“ “ “ winnowing  wheat 

1 1 

00 

Xt 

16 

“ “ “ drilling  in  wheat,  5 days  2.50 

12 

50 

Oct. 

1 

“ “ “ repairing  fence 

6 

00 

1897 

July 

10 

“ “ “ harvesting  and  shocking 

35 

00 

XX 

14 

“ “ “ drawing  and  stacking 

8 

50 

Aug. 

10 

“ “ “ threshing  574  bu.  wheat  .02 

11 

48 

Sept. 

10 

By  Cash,  500  bu.  sold  .80£ 

403 

00 

“ 74  bu.  for  seed  and  family 

63 

64 

Oct. 

12 

“ Cash,  40  loads  straw  2.00 

80 

00 

6 6 

6 6 

To  Interest  at  6 per  cent  on  30  acres  land  50.00 

90 

00 

Xi 

i 6 

“ Balance  (red  ink).  Profit  on  crop. 

I 307 

36 

546 

64 

546 

64 

Let  pupils  make  accounts  with  cornfield,  potato-field,  peach  orchard,  dairy,  poultry, 
etc. 

Emphasize  the  fact  that  a farmer  should  keep  accounts  that  he  may  know  what  lines 
of  farming  are  most  profitable. 

Further  Transactions : — 


GALON  KEENE. 

January  4. — Sold  him  on  acct.  2 cords  dry  wood  @ $4.75  and  1 cord  green  wood 
@ $4.12. 

January  8. — He  has  made  for  me  1 book  case  valued  at  $20.75  which  I buy  at  10  per 
cent  discount. 

January  15. — Charged  him  $3  for  use  of  horse. 

January  22. — Bought  of  him  1 load  of  hay,  2240  lbs.,  @ $12  per  ton. 

January  26. — Sold  him  20  lbs.  lard  @ i2c,  6 lbs.  dried  fruit  @ 8c,  25  lbs.  sugar 
@ 5%c,  and  8 gals,  linseed  oil  @ 95c. 

January  31. — Account  settled  and  balance  paid  in  cash. 

March  1. — Sold  Andrew  Bailey  14  yds.  sheeting  @ 14c,  on  account. 

March  2. — Sold  him  on  acct.,  1 doz.  linen  handkerchiefs,  $3;  1 pr.  gloves,  $1.75: 
2 prs.  woolen  hose  @ 50c. 

March  3. — Bought  of  him  on  acct.,  2 cords  dry  wood  @ $5.  Sold  him  on  acct.,  7 yds. 
cassimere  @ $2 : trimmings  for  pants  and  coat,  $3. 

March  4. — Sold  him  on  acct.,  2%  yards  table  linen  @ $2;  1 yd.  Irish  linen,  80c. 

March  5. — Sold  him  on  acct.,  3 yards  drilling  @ 12c;  3 yards  satinet  @ $1.12; 

6V2  yds.  striped  shirting  @ 20c:  1 pr.  suspenders,  50c. 

March  6. — Sold  him  on  acct.,  30  yards  bleached  sheeting  @ 15c;  20  yds.  Merrimac 
print  @ 12e;  7 yds.  navy-blue  waterproof  cloth  @ $1.75.  He  has 
repaired  shelves  for  us  and  charged  us  on  acct.  $3. 

March  8. — Sold  him  on  acct.,  4 yds.  wool  carpeting  @ $1.75. 

March  9. — Sold  him  on  acct.,  7 yds.  denim  @ 20c;  12  yds.  crash  @ 18c;  1 umbrella, 

$1.25? 

March  31. — Settled  by  cash. 


104 


STATE  MANUAL  AND  COURSE  OF  STUDY 


AMOS  C.  BROOKS. 


February 

1, 

February 

2. 

February 

5.- 

February 

6.- 

February 

7.- 

February 

8.- 

February  26. — ’ 

February  27. 
February  28. 


Bought  of  him  on  acct.,  1 cooking  stove,  $35.50.  Sold  him  4 cords 
green  wood  @ $4;  1 cord  dry  wood,  $5. 

Bought  of  him  on  acct.,  500  ft.  hemlock  boards  @ $18  per  M. ; 2,000 
No.  1 shingles  @ $3;  425  ft.  pine  boards  @ $30  per  M.  Sold  him 
one  ton  hay,  $18;  20  bu.  oats  @ 70c. 

Bought  of  him  1 bird  cage,  $2.25;  1 coffee  pot,  $1. 

Sold  him  *4  cord  pine  wood  @ $1,  and  paid  him  $10.50  cash  on  acct. 

Bought  of  him  12  yds.  denim  @ 28c. 

Bought  of  him  2 sap-pans  @ $5. 

Charged  him  for  one  month’s  work,  $40. 

Bought  of  him  on  acct.,  12  yds.  Merrimac  print  @ 12%c;  17  yds. 
bleached  sheeting  @ 15c;  4 yds.  flannel  @ 50c.  Sold  him  1 ton 
hay,  $18;  14  bu.  beans,  $1. 

Bought  of  him  3 yds.  doeskin  @ $1.75;  trimmings  for  pants,  $1.10; 

1 pr.  gloves,  75c;  1 horse  blanket,  $4.25. 

Acct.  settled  with  payment  of  cash. 


Fourth  Month: — 

Teach  next  use  of  the  day  book  and  ledger,  together  with  the  cash  book. 

This  is  the  form  of  accounts  kept  by  most  small  business  concerns  and  is  simple 
and  brief.  The  cash  account  may  be  kept  in  the  ledger. 

Explain  fully  the  posting  from  the  day  book  to  the  ledger,  and  insist  upon  pupils 
balancing  all  accounts  at  the  close  of  any  set  of  transactions. 

Day  Book. 


January,  1901. 

J.  R.  Clark 

Dr. 

To  1 pr.  Shoes 

2 

50 

“ 3 prs  Socks 

@ $.12 

36 

“ 12  doz.  Eggs 

.16 

1 

92 

T.  J.  Miller 

Cr. 

By  1 bbl.  Flour 

Dr 

To  20  lbs.  Sugar 

•04i 

90 

“ 2 lbs.  Tea 

.60 

1 

20 

“ 3 lbs.  Crackers 

# 

.10 

30 

J.  R.  Clark 

Dr. 

To  10  lbs.  Sugar 

.044 

45 

“ 1 lb  Tea 

75 

“ 4 lbs.  Coffee 

.35 

1 

40 

“ 12  doz.  Eggs 

.16* 

1 

92 

Or 

j 

By  Cash  to  balance 

Jh  . 

<D  0> 
Uj  be 

<D  ft 


Date. 


78 


00 


40 


52 


30 


EIGHTH  AND  NINTH  GRADES 


105 


Ledger. 


J.  R.  Clark. 

Dr.  Cr. 


Further  Transactions : — 

Student  begins  with  $3,000  cash.  (Cash  Dr.) 

March  2. — Bought  of  R.  G.  Clark  his  entire  stock  of  groceries  and  provisions  for 
which  I pay  $2,834.16  cash.  (Cash  Cr.) 

Rent  his  store  and  pay  rent  for  1 month,  $11.  (Expense  Account  Dr. — 
Cash  Cr.) 

March  3. — Sold  F.  Fuller,  on  account,  1 bbl.  flour,  $5.25;  100  lbs.  meal,  96c;  4 gals. 

molasses  @ 75c.  (F.  Fuller  Dr.)  Cash  sales  today  $14.21.  (Cash  Dr.) 

March  4. — Sold  John  Baldwin,  on  account,  14  lbs.  sugar  @ 7c;  6 lbs.  raisins  @ 11c. 

Sold  James  Y.  Haines,  on  account,  % bu.  apples  @ $1.20;  2 bu.  potatoes 
@ 63c.  Cash  sales,  $9. 

March  5. — Sold  S.  G.  May,  on  account,  1 gal.  vinegar  @ 42c;  1 bbl.  apples,  $4.25; 
100  lbs.  codfish  @ 7c. 

Bot.  of  Thomas  K.  Peavey,  on  account,  21  bu.  oats  @ 30c;  61  lbs.  butter 
@ 30c;  62  lbs.  dried  apples  @ 9c.  Paid  him  cash  on  account  $20. 

Cash  sales  today,  $14. 

March  6. — Sold  Mrs.  H.  M.  Demons,  on  account,  1 bbl.  flour,  $9.75;  18  lbs.  lard  @ 
14c;  25  lbs.  rye  meal  @ $2  per  cwt.  Cash  sales  today,  $21.50. 

March  8. — Sold  J.  F.  Fuller,  on  account,  2 doz.  eggs  @ 18c;  8 lbs.  cheese  @ 18c;  1 
box  salt  @ 42c;  8 lbs.  sugar  @ 43/l>c;  1 lb.  tea  @ $1.75;  2 lbs.  soda 
@ 8c.  Cash  sales  today,  $17. 

March  9. — Sold  James  Y.  Haines,  on  account,  6 lbs.  butter  @ 22c;  % bu.  onions  @ 
$1.10;  4 cabbages  @ 15c;  3 lbs.  honey  @ 16c.  Cash  sales  today,  $13.50. 

March  10. — Sold  Mrs.  H.  M.  Demons,  on  account,  y4  bu.  beans  @ $1 ; y4  bu.  peas  @ 50e; 
1 qt.  oysters  @ 35c.  She  paid  cash  to  balance  her  account. 

March  11. — Paid  cash  for  insurance,  $28.  (Expense  Dr.,  Cash  Cr.) 

Bought  of  John  Baldwin,  on  account,  one  pair  shoes  for  self  @ $5,  and  2 
pairs  for  boys  @ $2.25. 

Sold  him  y4  lb.  pepper  @ 20c;  % lb.  allspice  @ 16c;  y4  lb.  cinnamon  @ 
20c;  y4  lb.  cloves  @ 40c.  Cash  sales  today,  $24. 

March  12. — Cash  sales  today,  $21. 

March  13. — Bought  of  Samuel  G.  Oakes,  on  account,  % ton  hay  @ $9.  Sold  Thos.  K. 

Peavey,  on  account,  1 gal.  syrup  @ $1.12.  Cash  sales  today,  $18. 


14 


106 


STATE  MANUAL  AND  COURSE  OF  STUDY 


March  15. — Sold  John  F.  Fuller,  on  account,  3 lbs.  coffee  @ 46c;  4 doz.  eggs  @ 25c; 

8 lbs.  maple  sugar  @ 12c.  Bought  of  him  1 suit  of  clothes  on  account, 
$37.  Cash  sales  today,  $19. 

March  16. — Cash  sales  today,  $17.50. 

March  17. — Sold  James  Y.  Haines,  on  account,  1 chicken,  4 lbs.,  @ 12c;  2 lbs.  Turkey 
prunes  @ 15c;  2 gals,  kerosene  @ 12c;  10  lbs.  oatmeal  @ 8c. 

Paid  cash  for  freight,  $7.95.  (Expense  Dr. — Cash  Cr.) 

Cash  sales  today,  $21. 

March  18. — Sold  John  Baldwin,  on  account,  30  lbs.  lard  @ 18c;  *4  bu.  corn  @ 50c;  1 
box  Smyrna  figs,  50c. 

Sold  Samuel  G.  Oakes,  on  account,  30  lbs.  sugar  at  7c.  Cash  sales  today, 
$26. 

March  19. — Cash  sales  today,  $29. 

March  20. — Sold  Thomas  K.  Peavey,  on  account,  10  lbs.  rice  @ 8c;  2 oz.  indigo  @ 
12c;  *4  lb.  borax  @ 32c. 

Sold  Mrs.  H.  M.  Demons  1 paper  silver  gloss  starch,  20c:  1 box  yeast 
powder,  12c. 

Paid  cash  for  school  books  for  boy,  $3.95.  Cash  sales  today,  $30. 

March  23. — Sold  James  Y.  Haines,  on  account,  4 lbs.  cheese  @ 18c;  15  lbs.  coffee 
sugar  @ 5c;  1 lb.  cream-tartar,  50c;  1 lb.  soda,  10c.  Cash  sales  today, 
$19. 

March  24. — Sold  Mrs.  H.  M.  Demons,  on  account,  2 lbs.  chocolate  @ 37 %c;  1 lb. 
cocoa,  37c.  Cash  sales  today,  $23.50. 

March  27. — Sold  Samuel  G.  Oakes,  on  account,  1 bu.  grass-seed,  $4;  20  lbs.  clover 
seed  @ 15c;  1 bu.  red-top  seed,  $4;  1 bbl.  Rockland  lime,  $1. 

Bought  of  him,  on  account,  2 cords  dry  wood  @ $2.25.  Cash  sales  to- 
day, $25.50. 

March  29. — Sold  John  F.  Fuller,  on  account,  1 gal.  gherkins,  60c;  ^4  lb.  nutmegs  @ 
42c.  Cash  sales  today,  $24. 

March  30. — James  Y.  Haines  has  paid  cash  to  balance  his  account.  Cash  sales  to- 
day, $28. 

March  31. — Thomas  K.  Peavey,  on  account,  1 bbl.  crackers,  $2.20. 

Paid  for  sundry  expenses,  $19.23.  Cash  sales  today,  $19. 


HIGHER  COURSE  FOR  SMALL  VILLAGE  SCHOOLS 


107 


HIGHER  COURSE  FOR  SMALL  VILLAGE  SCHOOLS. 

NINTH  GRADE. 

Fall  Term:  — 

Algebra. 

Arithmetic,  mental. 

Botany. 

Grammar. 


Winter  Term:  — 

Algebra. 

Arithmetic. 

Civics. 

Grammar  and  composition. 

Spring  Term:  — 

Algebra. 

American  literature. 
Botany. 

Reviews. 


TENTH  GRADE, 


Fall  Term: — 

General  history. 

Physics. 

Rhetoric. 

School  law. 


Winter  Term: — 

General  history. 

Physics. 

Rhetoric. 

Theory  and  art  of  teaching,  and  reviews  preparatory  to  teachers’  examination. 


Spring  Term: — 

English  classics  and  literature. 
General  history. 

Elements  of  geometry. 

Elements  of  pedagogy. 


108 


STATE  MANUAL  AND  COURSE  OF  STUDY 


GLEANINGS  FROM  THE  REPORT  OF  COMMITTEE  OF  FIFTEEN. 

Heading : — 

“After  the  second  year,  one  lesson  each  day  for  the  entire  eight  years.”  (p.  89.) 

“After  the  third  year,  reading  lessons  should  be  given  to  selections  from  classic 
authors,  with  reference  to  (a)  elocution,  (b)  grammatical  peculiarities,  (c)  literary 
contents.”  (p.  89.) 

“In  composition  work,  reading  lessons  will  give  matter  for  literary  style,  geography 
for  scientific  style,  and  arithmetic  for  a business  style.”  (p.  92.) 

Language : — 

“The  oral  grammar  lessons  from  the  first  year  to  the  middle  of  the  fifth  should 
deal  chiefly  with  the  use  of  language,  gradually  introducing  the  grammatical  technique.” 
(p.  91.) 

“The  punctuation,  spelling,  syntax,  penmanship,  choice  of  words,  and  style  should 
not,  it  is  true,  be  made  a matter  of  criticism  in  connection  with  other  lessons,  but 
only  in  the  language  lesson  proper.  But  the  pupil  will  learn  language  all  the  same, 
by  the  written  and  oral  recitation.”  (p.  91.) 

“A  frequent  error  is  the  practice  of  making  every  recitation  a language  lesson, 
and  interrupting  the  arithmetic,  geography,  history,  literature,  by  calling  the  pupil’s 
attention  abruptly  to  something  in  the  form  of  his  expression.”  (p.  97.) 

“The  faulty  English  should  be  criticised  as  showing  confusion  of  thought  or 
memory,  and  should  be  corrected  in  this  sense.  But  solecisms  of  speech  should  be 
silently  noted  by  the  teacher  for  discussion  in  the  regular  language  lesson.”  (p.  102.) 

“Technical  grammar  can  never  educate  the  child  in  the  Use  of  higher  and  better 
English.”  (p.  48.) 


Literature : — 

“The  chief  esthetic  training  of  the  elementary  school  is  the  study  of  fine  selec- 
tions of  prose  and  verse.  These  may  be  intensified  by  the  use  of  pictures.”  (p.  48.) 

“Literature  is  artistic  according  to  the  fullness  with  which  it  expresses  some  phase 
of  soul-experience.”  (p.  47.) 

Miscellaneous : — 

“Grammar  demonstrates  its  title  to  the  first  place  in  the  seven  liberal  arts  by  its 
use  as  a discipline  in  analysis,  in  logic,  and  in  classification.”  (p.  48.) 

“Side  by  side  with  language  study  is  the  study  of  mathematics  in  the  schools, 
claiming  the  second  place  in  importance  of  all  studies.”  (p.  52.) 

“The  higher  moral  qualities  of  truth-telling  and  sincerity  are  taught  in  every  class 
exercise  that  lays  stress  on  accuracy  of  statement.”  (p.  12.) 

“Natural  science  claims  a place  in  the  elementary  school,  not  so  much  as  a disci- 
plinary study,  as  a training  in  habits  of  observation  and  in  the  use  of  the  technique 
by  which  such  sciences  are  expounded.”  (p.  69.) 

“Thus  the  pedagogical  order  is  not  always  the  logical,  or  scientific  order.  A first 
course  should  be  given  in  botany,  zoology,  and  physics,  so  as  to  treat  of  the  structure 
of  familiar  plants  and  animals,  and  the  explanation  of  the  physical  phenomena  as 
seen  in  the  child’s  playthings,  domestic  machines,  etc.”  (p.  69.) 

“The  overcultivation  of  the  verbal  memory  tends  to  arrest  the  growth  of  critical 
attention  and  reflection.”  (p.  49.) 

Staple  tranches  in  their  order: — “Grammar,  literature,  arithmetic,  geography,  and 
history  are  the  five  branches  upon  which  the  disciplinary  work  of  the  elementary 
school  is  concentrated.”  (p.  67.) 

“Most  practical  knowledge  is  knowledge  of  human  nature.”  (p.  47.) 


HIGHER  COURSE  FOR  SMALL  VILLAGE  SCHOOLS 


109 


SUGGESTIVE  ORAL  LESSONS  IN  PHYSIOLOGY. 

I. 

OUR  FOOD. 

Children,  did  you  ever  wonder  how  it  is  that  these  bodies  of  yours  do  not  seem  to 
wear  out,  though  we  are  so  constantly  using  them;  and  can  you  think  of  any  article 
of  clothing  that  keeps  fresh  and  new  after  you  have  worn  it  a long  time?  Well,  these 
bodies  of  yours  are  constantly  wearing  out,  only  every  little  particle  of  worn-out 
matter  is  as  constantly  replaced  by  new  ones,  so  you  do  not  realize  it.  Besides,  in 
•childhood  enough  extra  matter  is  furnished  so  that  you  can  continually  grow  larger. 

Isn't  it  strange  to  think  that  the  meat  and  potatoes  and  bread,  in  fact  everything 
you  eat,  is  turned  into  bone  and  nerve  and  muscle?  And  yet,  if  we  can  only  get  the 
food  into  the  blood,  each  part  of  the  body  will  pick  out  of  it  exactly  what  it  needs  to 
make  it  strong,  just  as  you  would  select  from  a basket  of  fruit  that  which  you  like 
best.  Let  us  follow  this  food  in  its  journey  through  the  body. 

First,  it  goes  into  your  mouth  where  your  sharp  little  teeth  grind  it  up  fine,  if  you 
do  not  eat  too  fast;  and  you  should  always  remember  not  to,  for  the  spittle  of  the 
mouth  helps  to  prepare  the  food  for  the  blood  and  should  be  well  mixed  with  it  before 
the  food  is  swallowed.  From  the  mouth  the  moistened  food  passes  through  a long 
tube  into  the  stomach,  which  is  a little  lower  down  than  your  heart.  You  all  know 
where  the  pit  of  your  stomach  lies,  and  that  is  its  center. 

The  stomach  is  like  a large  bag  with  a muscular  coating  and  has  a queer  little 
valve  at  the  bottom  end  which  will  not  open  until  the  food  is  digested  and  ready  to 
pass  out;  then  it  lets  it  flow  through  into  the  bowels.  As  soon  as  the  food  gets  into 
the  stomach,  this  muscular  coating  begins  to  contract,  first  lengthwise  and  then 
■crosswise;  and  so  keeps  churning  the  food  to  and  fro  and  mixes  it  thoroughly  with  a 
juice  that  is  more  powerful  that  the  fluid  in  the  mouth.  The  blood  vessels  of  the 
stomach  now  begin  to  dissolve  some  of  the  food  and  carry  it  away,  but  most  of  the 
pulpy  mass  goes  from  the  stomach  to  the  intestines  to  be  mixed  with  still  another 
juice.  When  it  is  thoroughly  digested,  the  dissolved  food  will  be  carried  by  the 
blood  all  over  the  body,  and  the  little  worn-out  particles  it  replaces  will  be  taken  up 
and  carried  off  by  the  kidneys,  lungs,  and  skin.  Yrou  wonder  how  this  can  be  done, 
and  I will  explain  some  other  time.  The  poisonous  gas  that  I told  you  was  breathed 
out  from  your  lungs,  comes  from  these  worn-out  particles. 

The  stomach  churns  away  from  two  to  four  hours  after  every  meal,  and  then  it 
needs  to  rest  awhile  before  the  next.  This  is  why  girls  and  boys  should  not  eat  much 
between  meals.  If  you  do,  the  stomach  gets  tired  and  you  do  not  feel  hungry  when 
meal  time  comes.  Irregular  habits  and  eating  too  many  sweetmeats  make  persons 
have  dyspepsia,  and  they  suffer  continually. 

When  you  think  how  many  different  parts  of  your  body  have  to  be  fed,  you  will 
not  wonder  that  we  need  three  meals  a day,  nor  that  so  many  different  kinds  of  food 
are  eaten.  Some  kinds  make  bone;  others  make  muscle  by  which  the  bones  are 
moved;  others  make  the  nerves  which  carry  the  messages  to  the  brain  so  that  your 
muscles  move  when  you  wish;  and  still  others  make  the  flesh  that  cushions  your  bones 
and  keeps  you  so  plump  and  pretty.  Children  should  obey  their  parents  as  to  what 
they  eat,  so  that  they  will  get  the  right  amount  to  make  them  strong  and  healthy. 
It  is  not  safe  to  eat  too  much  of  one  thing  simply  because  you  like  it. 

When  you  stop  to  think  what  a wonderful  body  this  is  that  God  has  given  to  each 
of  you,  I hope  you  will  realize  how  careful  you  need  to  be  that  it  is  kept  healthy  and 
not  injured  by  any  bad  habits;  and  of  all  bad  habits,  improper  eating  is  one  of  the 
mast  injurious. 

Now,  I will  put  a few  questions  on  the  board  and  see  how  many  of  you  can  answer 
them  tomorrow: — 

1.  Why  should  we  eat  slowly? 

2.  Why  should  our  meals  be  regular? 

3.  Why  do  we  eat  so  many  kinds  of  food? 

4.  What  is  the  stomach  like? 

5.  Where  is  it  situated? 


110 


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6.  How  long  does  it  churn  the  food? 

7.  How  is  the  food  carried  through  the  body  after  it  is  digested? 

8.  What  becomes  of  the  worn-out  particles? 

9.  What  causes  dyspepsia? 

10.  How  many  meals  do  we  need  a day? 


II. 

OUR  DRINK. 

We  know  that  the  liquid  part  of  the  blood  carries  the  food  we  eat  to  all  parts  of 
the  body,  but  we  have  not  learned  where  the  liquid  itself  comes  from.  It  comes  from 
the  water  that  we  take  into  the  stomach,  and  water  is  found  in  almost  every  thing 
we  eat  as  well  as  drink.  You  can  see  the  water  in  fruit,  and  even  bread  and  meat 
and  potatoes  contain  some  water. 

Three-fourths  of  all  your  body  is  made  up  of  water;  and  it  is  said  that,  if  all  the 
liquid  could  be  dried  out  of  it,  the  body  would  shrink  up  so  as  to  be  no  larger  than 
a hen’s  egg.  Perhaps  this  is  somewThat  exaggerated,  but  at  least  it  would  be  very 
small;  so  it  is  not  strange  that  you  get  so  thirsty,  and  you  could  live  much  longer 
without  eating  than  without  drinking. 

As  the  body  constantly  needs  fresh  particles  of  food  to  build  it  up,  so  the  blood  is 
continually  calling  for  fresh  water  to  take  the  place  of  that  which  is  passing  off 
from  the  body.  You  know  wrhen  you  run  fast  or  play  hard,  how  the  little  drops  of 
sweat  pour  out  over  the  skin,  and  then  how  thirsty  you  become;  it  is  because  the 
blood  must  have  more  water  to  take  the  place  of  that  which  has  oozed  out  through 
the  skin.  Water  is  also  sent  out  through  the  kidneys  and  lungs.  Your  breath  looks 
like  steam  on  a cold  morning  because  of  the  watery  vapor  it  contains. 

You  can  readily  see  that  it  is  just  as  necessary  for  health  that  our  drink  should  be 
pure  as  that  our  food  should  be  wholesome,  and  people  should  never  drink  water 
from  a well  which  is  near  any  filthy  place.  Water  that  flows  through  lead  pipes  is 
apt  to  be  unhealthy  and  should  always  be  allowed  to  run  awhile  before  drinking. 

Pure  water  and  milk  are  the  best  drinks,  for  tea  and  coffee  affect  the  nerves  and 
often  cause  headache,  especially  with  children.  Ice-water  also  is  not  very  good  for 
the  stomach  and  should  never  be  drunk  when  you  are  very  warm. 

I need  not  tell  you  that  alcoholic  drinks  are  always  injurious;  and  the  reason  the 
drunken  man’s  throat  is  so  parched  is  because  the  body  is  calling  for  pure,  fresh 
water  in  place  of  the  poisonous  liquor.  Besides,  when  the  alcohol  gets  into  the 
stomach,  it  acts  upon  the  juice  that  I told  you  helped  to  digest  the  food,  so  that  it 
cannot  dissolve  it,  and  the  stomach  becomes  very  much  inflamed.  That  is  why  such 
men  are  almost  always  sick  at  the  stomach  the  next  morning  after  they  have  been 
drunk. 

There  was  once  a man  named  Alexis  St.  Martin,  who  was  taken  to  a hospital  with 
such  a large  wound  in  his  side  that  the  physicians  could  look  in  and  see  his  stomach, 
and  so  they  gave  him  a drink  of  alcohol  and  watched  to  see  the  effect.  Very  soon 
the  delicate  lining  of  his  stomach  grew  red  and  inflamed,  just  as  your  eye  might  do  if 
pepper  were  thrown  into  it. 

1.  Why  do  we  get  thirsty? 

2.  How  much  of  your  body  is  water? 

3.  Is  there  any  water  in  your  food? 

4.  What  are  the  best  drinks? 

5.  What  about  ice- water? 

C.  How  does  alcohol  affect  the  lining  of  the  stomach? 

7.  How  does  it  affect  the  juices  of  the  stomach? 

8.  Which  could  we  do  without  longer,  water  or  food? 

9.  What  is  sweat? 

10.  Why,  on  a cold  morning,  does  your  breath  look  like  steam? 


HIGHER  COURSE  FOR  SMALL  VILLAGE  SCHOOLS 


111 


III. 

THE  SKIN. 

Today  we  will  talk  about  the  soft,  satiny  covering  that  fits  our  bodies  like  a smooth 
glove  and  yet  it  is  so  elastic  that  it  is  never  too  tight  nor  too  small. 

Probably  you  do  not  know  that  you  really  have  two  skins,  but  there  is  an  outer  one 
called  the  scarf  skin  and  beneath  it  the  true  skin.  You  can  run  a pin  through 
the  scarf  skin,  because  it  has  no  nerves,  and  it  is  this  skin  that  puffs  up  when 
you  have  a blister.  The  true  skin  is  full  of  nerves  and  blood  vessels;  if  you  press  the 
pin  into  this,  it  instantly  hurts  and  a little  drop  of  blood  flows  out.  The  outer  skin 
protects  this  tender  inner  skin,  and  yet  is  so  thin  that  the  nerves  can  feel  through 
it  when  you  touch  anything  and  so  carry  the  message  directly  to  the  brain. 

This  outer,  or  scarf  skin,  also  serves  another  very  important  purpose.  Everywhere 
in  it  there  are  little  holes  or  pores  that  are  the  ends  of  tiny  tubes  running  down  into- 
the  skin,  and  through  these  pores  much  poisonous  matter  flows  out  from  the  body. 
About  a pint  of  perspiration  passes  off  each  day,  though  generally  it  dries  as  fast  as- 
it  comes  to  the  surface  and  you  do  not  notice  it;  but  in  very  warm  weather,  or  when 
you  are  heated  by  exercise,  you  can  see  this  perspiration  on  the  skin.  You  should 
never  throw  off  your  coat  and  sit  down  to  cool  off  after  playing  hard,  for  then  the 
little  pores  close  up  so  suddenly  that  the  waste  matter  cannot  flow  out  and  you  have 
what  you  call  a cold.  It  is  only  the  poison  that  stays  in  the  blood  instead  of  passing 
off  through  the  pores. 

If  your  body  should  be  covered  over  with  a paste  so  that  all  the  little  pores  were 
closed,  you  would  die.  Once  upon  a time  a little  boy  was  gilded  all  over  so  as  to  look 
like  a gilt  cherub  in  a play;  very  soon  he  felt  sick,  and  in  spite  of  all  they  could  do,, 
died  before  morning.  This  sweat  that  carries  so  much  matter  out  of  the  system, 
forms  sort  of  a coating  as  it  dries  on  your  bodies,  and  that  is  why  you  should  bathe 
at  least  once  or  twice  each  week ; and  you  should  rub  the  skin  briskly  after  each  bath  so> 
as  -to  get  up  a healthy  glow.  I suppose  you  all  want  to  grow  beautiful,  and  no  one  can 
be  that  without  a healthy  skin. 

Another  thing  besides  bathing  that  makes  a healthy  skin,  is  plenty  of  exercise. 
Don’t  you  know  how  rosy  your  cheeks  are  and  how  bright  you  look  when  you  come 
trooping  in  from  the  play-ground  ? The  blood  circulates  more  rapidly,  so  carries 
more  oxygen  and  other  food  to  the  nerves  and  muscles,  and  you  feel  strong  and  well. 
So  exercise  is  not  only  good  for  the  skin,  but  for  every  part  of  the  body;  and  if  you 
do  not  play  too  long  and  do  not  cool  off  too  suddenly,  you  will  be  much  healthier  for 
plenty  of  out-door  exercise.  Morning  is  the  best  time  for  play,  when  the  air  is  fresh 
and  your  bodies  well  rested  by  a good  night’s  sleep.  And  that  reminds  me  of  the  old 
saying,  “Early  to  bed  and  early  to  rise,  makes  a man  healthy  and  wealthy  and  wise.” 

Swimming  is  a healthy  exercise,  if  you  do  not  stay  in  too  long  ; but,  boys,  remember 
that  it  is  dangerous  to  go  in  when  too  tired  or  too  warm  or  directly  after  a meal. 
Many  people  are  drowned  every  year  by  forgetting  this  and  being  taken  with  cramps 
while  in  the  water. 

One  more  thing  you  should  remember  regarding  the  skin  is  that  everything  which 
injures  the  stomach,  hurts  the  skin  and  keeps  it  from  doing  its  work  well;  thus 
alcohol  makes  the  drunkard’s  face  so  red  and  blotchy,  tobacco  causes  people  to  grow 
sallow,  and  over-eating  affects  the  skin  by  causing  roughness  and  pimples. 

1.  How  many  skins  have  you? 

2.  What  are  their  names? 

3.  Which  one  has  nerves  and  blood  vessels? 

4.  What  are  the  pores  of  the  skin  good  for? 

5.  Why  do  we  need  to  bathe  often? 

6.  Why  is  it  dangerous  to  cool  off  suddenly. 

7.  Tell  about  the  little  boy  in  the  play. 

8.  What  time  of  day  is  best  for  exercise?  Why? 

9.  When  is  it  dangerous  to  go  in  swimming? 

10.  What  does  alcohol  do  to  the  skin? 


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IV. 

THE  BONES. 

Now  that  we  have  learned  why  we  eat  and  drink,  let  us  learn  a little  of  the  bony 
frame-work  which  supports  our  bodies  and  is  more  remarkable  than  anything  ever 
built  by  the  hand  of  man. 

There  are  208  bones  in  it  of  all  sizes  and  shapes.  Only  think  how  many!  And 
then  these  bones  are  held  in  place  by  elastic  bands  or  tendons, . are  furnished  with 
muscles  to  move  them,  and  are  fitted  together  at  the  joints  so  nicely  that  they  can 
move  in  various  directions.  Some  of  the  joints,  as  your  elbow  and  knee,  swing  back 
and  forth  like  the  hinges  of  a door  ; in  others,  one  bone  has  a round  end  fitting  into 
a little  socket  in  a second  bone,  so  the  joint  can  move  in  any  direction.  The  hip  is  a 
perfect  ball  and  socket  joint.  In  every  joint  a little  fluid  is  poured  out  to  keep  it 
well  oiled  so  that  it  will  not  become  stiff,  and  there  are  also  little  cushions  of  carti- 
lage tucked  in  between  the  joints  to  make  them  springy.  Your  back-bone  or  spine 
instead  of  being  made  in  one  piece,  has  24  rings  of  bone,  between  each  of  which  are  little 
cartilage  cushions,  so  that  jumping  does  not  jar  your  brain  at  all. 

The  bones  are  made  of  two  kinds  of  material;  partly  of  lime  to  make  them  hard 
and  firm,  and  partly  of  a jelly-like  substance  to  make  them  tough  and  elastic.  Chil- 
dren’s bones  contain  more  of  this  soft  matter  than  do  those  of  older  people,  and  do  not 
break  so  easily.  Children’s  bones  are  like  green  twigs,  bending  very  easily;  and  if 
you  wish  to  grow  up  straight  and  tall,  you  must  remember  to  sit  up  straight  both  in 
school  and  at  home,  lest  your  body  become  crooked  while  you  are  growing.  Have 
you  not  seen  trees  that  leaned  away  over  to  one  side  just  because  the  wind  kept  them 
bent  over  that  way  when  they  were  small? 

Some  of  the  long  bones  are  hollow  and  filled  with  marrow  so  that  they  shall  not 
be  too  heavy;  and  if  you  pick  up  the  bone  of  a dead  animal,  you  will  find  it  full  of 
tiny  holes.  These  are  the  places  where  the  little  blood  vessels  ran;  for  the  bones, 
like  the  muscles,  must  be  constantly  fed,  and  when  you  are  growing,  they  need  a 
great  deal  of  nourishment. 

Then,  too,  this  bony  frame  is  so  wisely  arranged.  At  top  there  is  a skull,  made 
like  a strong  box  to  hold  the  soft  brain.  This  rests  on  the  slender  neck  in  such  a 
way  that  you  can  turn  it  up,  down,  or  around  at  will.  Next  comes  the  barrel  shaped 
body  that  has  two  large  chambers  in  it;  the  upper  one  holding  the  heart  and  lungs; 
the  lower  containing  the  stomach,  liver,  and  bowels.  The  spine  forms  the  back  of 
these  chambers,  and  the  curved  ribs  are  the  sides,  while  at  the  upper  and  lower  cor- 
ners the  arms  and  legs  are  skilfully  joined  on,  the  arms  to  wait  upon  us,  and  the  legs 
to  carry  us  about  wherever  we  wish  to  go. 

Truly,  this  is  a wonderful,  wonderful  body  which  has  been  intrusted  to  your  care; 
and  the  older  you  grow,  the  more  you  will  learn  of  its  curious  structure.  I hope 
you  will  appreciate  its  value  and  take  good  care  of  it. 

1.  How  many  bones  in  the  human  body? 

2.  How  are  they  held  in  place? 

3.  How  are  they  moved?  t 

4.  What  sort  of  a joint  is  the  hip  joint? 

5.  How  are  the  joints  oiled? 

6.  Of  what  are  the  bones  made? 

7.  Why  are  the  long  bones  filled  with  marrow? 

8.  How  many  rings  of  bone  in  the  spine 

9.  Why  does  jumping  not  jar  the  brain? 

10.  Why  should  children  sit  up  straight? 

11.  How  is  the  brain  protected? 

12.  Describe  the  barrel  shaped  body. 


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113 


V. 

THE  BRAIN. 

Now,  children,  did  you  ever  think  what  wonderful  bodies  you  have,  or  that  your 
head  is  just  like  a little  telegraph  office?  The  brain  is  the  telegraph  instrument;  and 
there  are  tiny  nerves  running  all  over  your  bodies,  connecting  every  part  of  it  with 
the  brain,  just  like  telegraph  wires  running  between  different  cities. 

• When  you  get  a cinder  into  your  eye  and  it  hurts  you,  it  is  only  one  of  these  little 
wires  telegraphing  a message  to  the  brain,  and  then  the  brain  sends  another  message 
to  your  hand  telling  it  to  get  the  cinder  out.  Just  so  if  you  are  holding  your  hand 
too  near  the  stove  and  it  begins  to  smart;  it  is  only  the  little  nerves  of  feeling  telling 
the  brain  about  it,  so  that  the  brain  can  send  a message  along  the  nerves  of  motion 
and  make  you  move  your  hand  away  in  time  to  prevent  burning  it.  And  so  every- 
thing you  hear  or  see  or  feel,  has  to  be  telegraphed  to  the  brain  or  you  wouldn’t 
know  anything  about  it. 

Now  these  little  telegraph  wires  are  made  up  of  very  delicate  little  threads  or 
fibers,  and  so  are  very  easily  injured;  and  if  we  would  have  them  keep  healthy  so  as 
to  work  well,  we  must  be  very  careful  to  keep  our  bodies  healthy  by  exercise,  pure 
air,  plenty  of  sleep,  and  especially  good,  wholesome  food.  When  we  are  sick,  these 
little  wires  get  out  of  repair,  and  sometimes  the  doctor’s  medicine  will  not  mend  them. 

Often  we  see  a person  who  is  blind  or  deaf  just  because  the  telegraph  lines  that  run 
to  the  eye  or  ear  are  out  of  repair  and  will  not  work.  Sometimes  you  see  a drunken 
man  staggering  along  in  a line  as  crooked  as  a rail  fence  or  perhaps  falling  down ; 
and  'then,  children,  it  is  because  the  alcohol  he  drank  has  paralyzed  the  delicate 
nerves,  and  they  cannot  carry  messages  to  the  brain  correctly.  He  cannot  see 
straight,  he  cannot  put  his  feet  down  where  he  should,  he  cannot  keep  his  balance, 
all  because  he  has  put  something  into  his  stomach  that  injures  the  little  telegraph 
wires.  If  he  keeps  on  drinking,  very  likely  the  nerves  will  be  so  injured  that  they 
cannot  work  at  all  and  he  will  die.  Brandy,  gin,  rum,  whisky,  wine,  beer,  and  even 
cider,  contain  alcohol  and  so  are  harmful.  , 

Another  poison  which  men  and  even  boys  often  use,  paralyzes  the  nerves  and  hurts 
the  brain  just  as  much  as  strong  drink.  I think  you  have  already  thought  what  it  is, 
for  you  have  heard  so  much  against  the  use  of  tobacco,  and  you  all  know  that  it  makes 
everybody  deathly  sick  when  they  first  begin  its  use.  And  no  wonder,  for  it  contains 
a poison  called  nicotine  which  is  so  deadly  that  a single  drop  put  on  a dog’s  tongue 
will  cause  instant  death.  Don’t  you  think  it  queer  that  people  will  smoke  or  chew 
such  a poison,  and  isn’t  it  strange  that  boys  seem  to  think  they  look  more  manly 
when  their  teeth  are  all  yellow  with  tobacco  or  their  noses  made  into  smoke-stacks? 

Cigarets  are  the  vilest  of  all  forms  of  tobacco,  because  they  are  made  of  the  odds 
and  ends,  and  even  of  the  stumps  of  half-smoked  cigars,  oft-times  picked  out  of  the 
gutter.  Besides,  they  are  flavored  with  opium,  which  is  another  deadly  poison;  and 
they  not  only  stunt  the  growth  of  any  boy  who  is  so  foolish  as  to  use  them,  but  also 
paralyze  the  little  telegraph  wires  and  so  dull  the  brain,  in  time  making  him  a stupid 
scholar.  They  also  injure  his  eyes,  making  them  weak  and  inflamed.  But  one  of  the 
worst  effects  of  cigaret  smoking  is  that  they  deaden  his  conscience  the  same  as  his 
brain,  so  that  a boy  becomes  unable  to  say  “No”  when  he  is  tempted  to  do  wrong, 
and  often  becomes  a very  bad  boy  without  being  able  to  help  it. 

There  is  a dreadful  disease  called  the  “smoker’s  cancer,”  which  begins  with  a 
small  ulcer  on  the  lip  or  tongue,  caused  by  having  the  poison  of  the  tobacco  so  con- 
stantly touching  it,  and  this  grows  to  a cancer  that  eats  its  way  through  the  tissues 
of  the  mouth  into  the  throat  and  lungs,  causing  a painful  death. 

15 


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STATE  MANUAL  AND  COURSE  OF  STUDY 


So  you  see  this  smoking  which  is  often  looked  at  as  only  a bad  habit,  is  really  a 
very  dangerous  practice;  and  you  should  not  put  a cigar  into  your  mouth  any  more 
than  you  would  put  your  finger  into  the  fire. 

1.  What  is  the  poison  in  tobacco  called? 

2.  How  much  of  this  poison  instantly  kills  a dog? 

3.  How  does  tobacco  always  affect  a person  at  first? 

4.  What  is  the  vilest  form  of  it? 

5.  Of  what  are  cigarets  made? 

6.  How  does  tobacco  affect  a boy’s  body? 

7.  How  does  it  affect  a boy’s  brain? 

8.  How  does  it  affect  a boy’s  conscience? 

9.  What  is  the  “smoker’s  cancer  ?” 

10.  What  part  of  the  body  is  like  a telegraph  office? 

11.  What  are  the  little  wires  called? 

12.  Can  you  see  them?  Are  they  found  in  all  parts  of  the  body? 

13.  How  do  you  know  when  they  are  at  work? 

14.  Do  they  carry  messages  to  the  brain?  Tell  about  some  of  them. 

15.  What  happens  if  they  get  out  of  repair? 

16.  How  are  they  kept  in  repair? 

17.  How  does  a drink  of  whisky  affect  them? 

18.  Why  does  the  prick  of  a pin  hurt  us? 

19.  Can  a man  who  is  dead-drunk  feel  the  prick  of  a pin? 


YI. 


THE  TEETH. 

The  other  day  I told  you  that  you  should  chew  your  food  well  before  swallowings 
and  now  let  us  think  a little  about  these  sharp  little  grinders  that  lie  so  snugly  in 
their  red  cushion,  like  pearls  in  a crimson  casket. 

The  teeth  are  most  wonderful  little  bodies,  and  their  hard,  shining  surface  is  to 
protect  them,  as  well  as  to  keep  them  sharp  and  able  to  grind  your  food  fine;  for, 
though  they  are  so  hard  on  the  outside,  on  the  inside  they  are  pulpy  and  even  have 
little  blood  vessels  and  nerves  running  through  the  center  so  that  they  can  be  kept 
alive  like  the  rest  of  the  body. 

When  the  bright  enamel  that  covers  them  gets  injured,  the  air  and  the  fluids  of 
the  mouth  creep  into  the  crack  and  make  the  tooth  decay;  and  when  the  air  strikes 
the  little  nerve  in  the  center,  you  suffer  from  toothache.  You  should  never  crack 
nuts  with  your  teeth,  nor  bite  very  hard  things,  for  fear  of  injuring  this  enamel. 
Eating  too  much  candy  is  apt  to  make  them  decay,  and  also  if  you  do  not  brush 
them  every  day,  for  then  the  acid  in  your  food  collects  upon  them.  Then,  too,  dirty 
looking  teeth  are  quite  as  bad  as  dirty  faces,  and  you  would  not  think  of  going  to- 
school  without  washing  your  face. 

When  you  were  babies  you  did  not  have  teeth,  because  you  had  no  solid  food  to 
chew;  but  before  you  were  a year  old,  the  tiny  white  teeth  began  to  peep  through 
the  red  gums,  and  by  the  time  you  were  two  years  old,  you  had  ten  brand-new  teeth 
on  each  jaw;  but  these  were  only  baby- teeth  and  not  large  enough  when  you  became 
big  girls  and  boys,  so  they  are  now  gradually  giving  place  to  a new  set,  and  by  the 
time  you  are  twelve  or  thirteen  you  will  have  at  least  twenty-eight  new  teeth. 
These  are  the  teeth  you  must  be  so  careful  of,  for  you  can  never  have  another  set 
unless  they  are  false  ones,  and  no  teeth  are  ever  so  comfortable  as  our  natural  ones, 
besides  not  looking  nearly  so  well. 

Your  front  teeth  are  sharp  and  thin  so  as  to  bite  off  your  fo6d  . and  there  is  no 
excuse  for  you  to  cram  your  mouth  full  of  large  chunks ; your  back  teeth  are  broad 
and  rough  on  top  so  as  to  grind  your  food  into  little  bits,  and  there  is  no  excuse  for 
you  to  swallow  your  food  whole : if  any  one  does  this  because  he  wishes  to  eat 
fast,  he  deserves  no  pity  if  he  should  have  dyspepsia. 

If  a small  cavity  comes  in  your  tooth,  you  should  have  the  dentist  fill  it  before  it 
gets  too  large;  and  if  any  tooth  is  too  badly  decayed  to  be  filled,  it  should  be  taken 
out.  for  decayed  teeth  are  very  unhealthful  besides  giving  a disagreeable  smell  to  the- 
breath. 


HI  GHEE,  COUESE  FOE  SMALL  VILLAGE  SCHOOLS  • 


115 


Now,  children,  if  there  is  one  among  you  who  has  not  been  in  the  habit  of  brush- 
ing his  teeth  every  day,  I hope  you’ll  go  straight  home,  ask  for  a tooth  brush,  and 
see  how  shining  clean  you  can  keep  your  teeth  hereafter.  It  is  a good  plan  to  brush 
them  a little  after  each  meal. 

1.  Why  does  a baby  have  no  teeth? 

2.  Why  are  teeth  covered  with  a hard  enamel? 

3.  Why  is  it  wrong  to  crack  nuts  with  the  teeth? 

4.  What  causes  tooth-ache  ? < 

5.  Why  do  we  have  a second  set  of  teeth? 

6.  What  becomes  of  the  first  set? 

7.  WThat  shape  are  the  front  teeth?  Why? 

8.  What  shape  are  the  back  teeth?  Why? 

9.  How  often  should  we  brush  the  teeth  ? 

10.  What  if  a small  cavity  comes  in  your  tooth? 


VII. 

THE  BLOOD. 

I told  you  that  each  part  of  the  body  selects  from  the  blood  just  the  food  that  it 
needs,  for  the  solid  food  is  first  dissolved  and  then  taken  up  by  the  body  very  much 
as  your  sponge  soaks  up  water.  But  I must  first  explain  about  this  bright  red  fluid 
that  flows  through  every  part  of  your  bodies.  One-twelfth  of  your  weight  is  blood, 
and  you  know  if  you  cut  any  part  of  your  flesh,  or  even  prick  it  with  a pin,  that  the 
little  drops  at  once  ooze  out. 

The  blood  is  often  called  the  “river  of  life,”  and  it  goes  round  and  round  in  your 
bodies  from  the  heart  to  the  lungs  and  back  again,  then  to  your  hands  and  feet, 
thence  once  more  to  the  heart  in  sort  of  a circle,  and  so  we  speak  of  the  circulation  of 
the  blood.  When  it  goes  out  from  the  heart,  it  flows  through  arteries;  when  it 
returns,  it  flows  through  veins.  You  may  think  of  the  veins  and  arteries  as  two 
streams  flowing  in  opposite  directions;  and  everywhere  are  tiny  canals  no  bigger 
than  a hair  connecting  them,  so  that  the  blood  can  get  from  one  stream  to  the  other. 
Hold  up  your  hand  in  the  sunlight  and  you  will  see  how  red  it  looks  just  because  of 
this  net-work  of  tiny  canals. 

Now  if  you  should  put  a drop  of  blood  under  a microscope  you  would  see  that  the 
red  color  is  caused  by  little,  round,  flat  particles,  so  small  that  three  thousand  of 
them  side  by  side  would  measure  only  an  inch.  These  tiny  bodies  are  called  cor- 
puscles. That  is  a long  word,  so  I’ll  put  it  on  the  board  where  you  can  see  it.  A 
few  of  them  are  white,  but  it  is  the  red  ones  that  act  as  food  carriers  for  all  parts  of 
the  body. 

These  little  red  corpuscles  go  floating  along  through  the  veins  and  arteries  just, 
like  little  rubber  boats,  for  they  can  stretch  out  long  and  thin  when  they  want  to- 
crowd  through  the  narrow  channels  and  locks.  First  they  go  through  the  arteries 
to  the  lungs  which  you  know  are  filled  with  air,  and  each  corpuscle  takes  from  this 
air  as  big  a load  as  it  can  carry  of  a certain  gas  called  oxygen.  I will  write  this- 
word  under  corpuscle.  Oxygen  is  one  of  the  main  things  that  strengthen  the  body,, 
and  so  these  little  red  boats  float  down  from  the  lungs  through  your  limbs  and  also  up  to> 
your  brain,  filling  all  these  little  hair-like  canals,  carrying  the  oxygen  to  the  nerves 
and  muscles  and  other  tissues,  and  making  them  strong  and  healthy.  Then  the 
blood  flows  through  the  veins  back  to  the  heart  again,  to  start  out  on  another  round 
of  the  body. 

But  oxygen  is  not  the  only  thing  the  body  needs.  It  must  have  sugar  and  starch  and 
lime  and  iron  and  various  other  things,  and  all  these  are  carried  in  the  liquid  part  of 
the  blood;  but  you  cannot  see  them  any  more  than  you  can  see  a lump  of  sugar  after  it 
is  dissolved  in  a tumbler  of  water.  So,  children,  you  see  that  it  is  through  the  blood 
that  all  parts  of  the  body  are  kept  in  repair  and,  therefore,  how  necessary  it  is  that 
it  should  be  kept  pure.  Nothing  poisons  the  blood  more  quickly  than  the  alcohol  in 
liquor,  and  the  nicotine  in  tobacco.  Don’t  you  know  how  inflamed  an  intemperate 
man’s  eyes  look?  It  is  because  the  nerves  are  paralyzed  and  the  blood  vessels  get  too 
full  and  are  injured;  for  this  reason,  too,  the  face  becomes  covered  with  pimples  and 
blotches. 


116 


STATE  MANUAL  AND  COURSE  OF  STUDY 


There  are  other  things  that  poison  the  blood,  but  I will  speak  of  them  some  other 
time.  Next  time  I will  tell  you  how  this  “river  of  life”  is  kept  so  constantly  flowing. 

1.  What  is  the  “river  of  life?” 

2.  How  much  of  your  weight  is  blood? 

3.  What  is  meant  by  the  circulation  of  the  blood? 

4.  The  blood  flows  out  from  the  heart  through  what  ? 

5.  Back  to  the  heart  through  what? 

6.  What  are  the  little  red  disks  that  give  color  to  the  blood  called? 

7.  What  gas  do  they  carry  to  the  nerves  and  muscles,  and  where  do  they  get  it? 

8.  Is  there  any  food  in  the  liquid  part  of  the  blood? 

9.  Can  you  see  this  food  in  the  blood?  Why  not? 

10.  How  do  alcohol  and  tobacco  act  on  the  blood? 


VIII. 

THE  HEART. 

Now,  children,  we  will  see  how  it  is  that  the  blood  is  always  kept  flowing  through 
your  veins  and  arteries.  You  have  often  watched  the  great  wheel  of  the  wind-mill 
and  seen  the  pump  sending  forth  its  stream  of  water.  Well,  your  heart  is  just  like 
a little  pump,  only  it  does  not  need  any  wind-mill  to  keep  it  going. 

This  little  pump  is  made  of  muscular  tissue,  and  in  form  and  color  looks  something 
like  a big  strawberry  about  as  large  as  your  fist.  It  has  four  chambers  in  it  with 
tiny  doors  between  called  valves.  Two  of  these  chambers  are  like  little  ante-rooms 
for  the  larger  rooms.  One  of  the  large  rooms  is  always  full  of  venous  blood,  or  that 
which  flows  through  the  veins;  the  other  is  always  full  of  arterial  blood,  or  that 
which  flows  through  the  arteries. 

An  all-wise  Creator,  our  Heavenly  Father,  gave  this  little  heart  the  power  to 
draw  the  muscular  walls  of  these  chambers  inward  so  as  to  make  the  blood  gush  out, 
just  as  the  juice  spurts  from  an  orange  when  you  press  its  walls  together.  It  is  this 
constant  contraction  of  the  heart  that  causes  its  beating,  and  when  you  run  or  exer- 
cise, it  beats  faster  so  that  the  blood  may  flow  faster  and  carry  food  to  all  those  mus- 
cles you  are  using  so  constantly. 

Let  us  follow  the  course  of  the  blood  around  through  your  bodies  just  once.  We 
will  begin  at  the  chamber  full  of  arterial  blood,  or  the  right  side  of  the  heart.  The 
walls  on  that  side  contract  and  the  little  valve  opens,  letting  the  blood  flow  to  the 
ante-room  on  that  side,  from  which  it  passes  into  the  arteries  and  goes  to  the  lungs. 
After  the  little  corpuscles  get  their  load  of  oxygen,  the  blood  comes  quickly  back  to 
the  heart  and  enters  the  left  chamber  so  that  it  can  be  again  pumped  out,  this  time 
into  all  parts  of  your  body,  carrying  food  to  every  portion.  When  the  blood  goes 
■out,  it  is  a bright  red;  but  when  it  comes  back  through  the  veins  it  is  a dark  color, 
because  it  is  full  of  worn-out  particles  of  tissue  that  it  has  taken  up  in  exchange  for 
the  food  it  carried;  then  it  has  to  go  to  the  lungs  to  be  made  pure  again. 

Just  think  how  the  heart  must  have  to  work  to  pump  the  blood  away  up  to  your 
head!  Why,  it  is  like  making  water  run  up  hill;  and  this  heart  that  works  so  hard 
never  rests  or  sleeps,  but  works  night  and  day.  Don’t  you  think  you  would  be  very 
foolish  to  put  anything  into  your  stomach  that  would  weaken  the  walls  of  this  little 
pump  on  which  your  very  life  depends?  Yet  that  is  exactly  what  a person  does  when 
he  drinks  anything  containing  alcohol,  for  it  makes  the  walls  of  the  heart  soft;  some- 
times so  soft  that  you  could  push  your  finger  into  it  as  you  would  into  a rotten 
orange,  and  then  death  is  the  result. 

Tobacco  also  hurts  the  heart,  but  in  a different  way.  The  nicotine  paralyzes  the 
nerves  so  that  the  heart  becomes  unsteady  and  beats  irregularly.  There  is  a heart 
disease  known  among  doctors  as  the  “tobacco  heart,”  and  it  is  almost  as  bad  as  the 
“smoker’s  cancer.” 

Our  next  talk  will  be  about  the  queer  pair  of  bellows  lying  just  above  your  heart. 

1.  Why  is  the  heart  like  a pump? 

2.  Of  what  is  it  made,  and  how  does  it  look? 

3.  How  many  chambers  in  it? 

4.  What  makes  the  blood  flow  out  of  the  heart? 


HIGHER  COURSE  EOR  SMALL  VILLAGE  SCHOOLS 


117 


5.  Why  does  it  beat  faster  when  you  run? 

6.  Where  does  the  heart  first  send  the  blood? 

7.  Why  is  it  sent  to  the  lungs? 

8.  Where  does  it  next  go? 

9.  How  does  alcohol  affect  the  heart? 

10.  What  is  meant  by  a “tobacco  heart?” 


IX. 

THE  LUNGS. 

I wonder  how  many  of  you  children  have  ever  seen  a pair  of  bellows!  The  black- 
smith uses  them  to  blow  his  fire  when  he  wishes  to  brighten  it  up  quickly;  and  if  you 
watch  him,  you  will  see  just  how  the  air  rushes  into  your  lungs,  for  that  is  the  little 
pair  of  bellows  I told  you  we  would  talk  about. 

Perhaps  you  have  all  seen  the  bladder  of  some  animal,  and  you  boys  have  delighted 
in  blowing  it  up  so  as  to  make  it  look  like  a little  balloon.  Well,  your  two  lungs  are 
covered  with  just  such  an  elastic  skin,  and  they  are  full  of  little  air-sacs  like  tiny 
bladders;  when  you  take  a long  breath,  the  air  rushes  into  the  lungs  just  as  it  does 
into  the  bellows,  and  you  can  feel  your  chest  expand  as  the  little  air-sacs  are  filled. 
Then  when  the  breath  rushes  out,  your  chest  falls  in  again. 

You  remember  that  the  oxygen  of  the  air  is  one  kind  of  food  that  the  little  blood 
corpuscles  carry  all  over  the  body,  and  so  you  know  plenty  of  air  is  just  as  necessary 
as  the  food  you  eat.  There  is  such  a thin  skin  between  the  blood  vessels  and  the  air 
cells  that  the  oxygen  can  pass  right  through  it,  so  if  you  keep  your  lungs  full  of 
pure  air,  the  corpuscles  can  always  get  plenty  of  oxygen;  but  if  you  stay  in  a close, 
hot  room,  your  head  begins  to  ache  and  you  feel  sleepy,  because  the  air  is  impure  and 
you  do  not  get  enough  oxygen. 

You  should  be  especially  careful  to  have  plenty  of  fresh  air  in  your  sleeping  rooms, 
because  you  stay  there  so  many  hours;  and  you  should  never  sleep  with  your  head 
under  the  bed-clothes,  for  when  the  air  comes  out  from  the  lungs  it  contains  a poisonous 
gas  taken  from  the  worn-out  tissues  of  the  body,  and  so  it  is  very  unhealthful  to  breathe 
the  same  air  a second  time. 

You  should  fill  your  lungs  with  good,  long  breaths  on  your  way  to  school,  only  be 
sure  to  breathe  through  your  nose  with  closed  mouth,  for  breathing  through  the 
mouth  too  much  will  cause  throat  trouble. 

One  thing  girls  should  never  do  is  to  wear  tight  dresses,  for  then  the  lungs  have 
not  room  enough  for  the  little  air  cells  to  be  filled.  You  know  there  is  a dreadful 
disease  called  consumption,  and  it  is  caused  simply  by  the  air-cells  becoming  diseased. 
Sometimes  this  happens  when  you  do  not  dress  warm  enough  or  sit  in  a draught  or 
carelessly  run  from  a warm  room  into  the  cold  air  without  your  wraps;  sometimes 
intemperate  persons  have  what  is  called  alcoholic  consumption,  because  these  air 
eclls  have  been  injifred  by  the  alcohol  that  you  know  is  so  poisonous ; and  sometimes 
this  consumption  is  caused  by  the  “smoker’s  sore  throat,”  for  in  the  same  way  that 
nicotine  injures  the  lips  or  tongue  and  makes  a cancer,  so  it  irritates  the  delicate 
lining  of  the  throat  and  causes  a dry,  hacking  cough  that  finally  affects  the  lungs. 
Cigarets  affect  the  throat  more  quickly  than  cigars. 

1.  What  covers  the  lungs? 

2.  What  do  they  contain? 

3.  Why  is  it  unhealthful  to  sleep  with  the  head  under  the  bed-clothes? 

4.  Why  do  we  need  so  much  fresh  air? 

5.  Why  does  your  head  ache  is  a close  room  ? 

6.  Why  should  one’s  dress  never  be  tight? 

7.  What  is  consumption? 

8.  What  kind  of  consumption  do  intemperate  people  have? 

9.  How  does  tobacco  cause  consumption  ? 

10.  Why  should  you  not  breathe  through  the  mouth? 

Suggestion: — 

A fine  illustration  for  this  lesson  ran  be  made  with  the  lungs  of  a sheep.  Wash  in  water 
and  dry,  then  tie  the  trachea  tightly  about  a small  tube.  Put  the  mouth  to  the  tube  and 
force  air  through  it,  when  the  lungs  will  slightly  expand,  collapsing  as  soon  as  the  force 

is  removed. 


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STATE  MANUAL  AND  COURSE  OF  STUDY 


THE  MUSCLES. 

Well,  little  girls  and  boys,  I am  glad  to  see  by  your  bright  eyes  that  your  telegraph 
offices  are  all  in  good  working  order  this  morning,  and  I am  now  going  to  tell  you 
some  more  about  those  wonderful  little  nerves  we  talked  of.  I want  you  to  know 
how  it  is  that  they  can  make  you  snatch  your  hand  away  from  the  hot  stove,  or  put 
it  to  your  eye  to  remove  the  cinder. 

Of  course  you  know  that  your  arms  and  legs,  your  fingers  and  toes,  your  mouth,  your 
eyes,  your  heart,  all  move  by  means  of  muscles.  Raise  your  hand  to  your  shoulder, 
and  you  can  both  see  and  feel  the  action  of  the  muscle  that  lifts  it.  Move  your 
fingers  and  you  can  see  the  play  of  the  cords  that  run  from  the  muscles  in  your  arm 
to  your  finger-ends.  You  have  about  500  of  these  muscles  in  your  body,  and  they  are 
long,  short,  flat,  round,  and  even  fan-shaped;  but  all  are  made  up  of  fine,  dark  red, 
thread-like  fibers  bound  together  like  skeins  of  thread.  With  each  little  strand  one 
of  the  telegraph  lines  is  connected,  so  that  the  brain  in  a second  can  send  a message 
to  the  whole  muscle,  telling  just  what  motion  you  want  to  make.  Isn’t  that  wonderful? 

These  muscles  are  just  like  the  nerves  about  being  injured  by  ill  health.  Don’t 
you  know  how  weak  a person  gets  when  he  is  sick?  It  is  because  the  little  muscular 
threads  are  injured.  Now  you  will  understand  why  the  drunken  man’s  hand  trembles 
so,  and  why  he  falls  down  so  easily;  and  have  you  never  noticed  that  a smoker’s  hand 
generally  trembles  when  he  is  lighting  his  pipe?  If  you  want  to  have  strong  muscles 
and  steady  nerves,  don’t  ever  drink  or  smoke  or  chew;  for  the  alcohol  and  tobacco 
shrink  up  and  harden  the  tender  fibers  so  that  they  cannot  work  well. 

There  is  another  queer  thing  about  these  nerves  and  muscles;  that  is  the  way  they 
are  fed,  for  you  must  know  that  with  so  much  work  to  do  they  would  soon  wear  out 
if  they  were  not  constantly  strengthened.  It  is  because  your  bones  and  muscles  and 
nerves  are  in  need  of  refreshment,  that  you  get  so  hungry.  A great  writer  has  said 
“Boys  eat  as  if  their  legs  were  hollow;”  and  it  is  no  wonder,  when  we  come  to  think 
how  many  motions  all  you  boys  make  every  day  and  how  busy  you  keep  every  nerve 
and  muscle  in  your  lively  bodies ; but,  boys,  if  you  want  to  be  first-class  hands  at  foot- 
ball or  base-ball  or  any  of  the  nice  games  that  big  boys  play,  don’t  overload  your 
stomachs,  and  don’t  fail  to  eat  good,  nourishing  food  at  regular  hours. 

I must  stop  now  and  put  some  more  questions  on  the  board  for  you. 

1.  What  do  we  call  that  part  of  our  bodies  with  which  motions  are  made? 

2.  Are  there  many  of  them? 

3.  What  shape  are  they? 

4.  Of  what  use  are  they? 

5.  Can  you  see  them  move? 

6.  Can  you  see  the  nerves  move  ? 

7.  Are  the  muscles  strong? 

8.  How  do  they  know  when  to  move? 

9.  How  do  alcohol  and  tobacco  affect  them? 

10.  In  what  respect  are  the  nerves  and  muscles  just  alike. 


XI. 

THE  EYE. 

By  this  time,  children,  you  must  begin  to  understand  what  is  meant  by  the  saying 
that  we  are  “fearfully  and  wonderfully  made.”  But  the  most  wonderful  and  deli- 
cate organ  of  the  body  we  have  not  yet  talked  about,  and  that  is  the  eye. 

If  you  notice,  you  will  see  what  great  care  has  been  taken  to  protect  the  eye.  It 
sets  well  back  in  a strong,  bony  socket ; the  eye-brows  overhang  it  so  as  to  keep  the 
perspiration  of  the  forehead  from  flowing  into  it;  the  nose  helps  to  ward  off  blows  in 
front  and  the  lids  with  their  fringe  of  lashes  are  like  thick  curtains  that  close  over 
the  eye  the  instant  anything  tries  to  get  into  it. 


HIGHER  COURSE  FOR  SMALL  VILLAGE  SCHOOLS 


119 


You  are  too  young  to  understand  how  the  eye  is  made;  but  you  can  see  the  little 
round  window  through  which  the  light  enters,  and  you  know  it  is  called  the  pupil  of 
the  eye.  Now  the  light  passes  through  this  window  into  a small,  round,  dark  cham- 
ber whose  walls  are  covered  with  tiny  nerves ; and  in  some  way  which  no  one  exactly 
understands,  these  nerves  imprint  on  the  brain  a picture  of  the  many  things  going  on 
all  about  us,  and  we  say  we  see  them. 

One  of  the  many  wonderful  things  about  the  eye  is  the  blue  or  gray  or  black  ring 
that  gives  it  color ; for  this  ring  has  the  power  to  draw  closer  together  when  we  go 
into  a strong  light,  making  the  pupil  smaller  and  thus  preventing  too  much  light 
from  entering  the  eye.  If  you  go  into  a dark  room,  it  draws  back  to  let  in  more 
light,  and  this  is  why  the  pupil  of  your  eye  looks  larger  at  night. 

As  you  grow  older  and  come  to  understand  all  about  the  different  membranes  and 
fluids  of  the  eye,  and  what  a delicate  organ  it  is,  you  will  wonder  there  are  not  more 
blind  people.  Only  think  what  a dreadful  thing  it  would  be  always  to  live  in  the 
dark  and  never  to  see  the  blue  sky  or  bright  flowers  or  the  faces  of  our  friends!  And 
yet  many  people  bring  this  terrible  fate  upon  themselves  by  being  careless  about  their 
«yes  when  they  are  young.  Let  me  tell  you  of  some  of  the  things  you  must  never  do  if 
you  want  good  eye-sight. 

1.  Ho  not  cry  when  you  can  help  it. 

2.  Do  not  look  steadily  at  the  sun  or  a bright  light. 

3.  Do  not  squint. 

4.  Do  not  rub  your  eyes. 

5.  Do  not  hold  your  book  or  slate  too  close. 

6.  Do  not  read  lying  down. 

7.  Do  not  read  at  twilight  or  by  a poor  light. 

8.  Do  not  use  tobacco  in  any  form,  especially  cigarets. 

9.  Do  not  drink  any  alcoholic  liquor. 

This  is  quite  a long  list  of  things  to  remember,  but  I will  write  them  on  the  board 
and  we  will  read  them  over  together  until  you  can  tell  them  every  one;  and  then  I 
hope  the  eyes  of  my  girls  and  boys  will  always  keep  bright  and  strong. 


XII. 

THE  EAR. 

This  morning  we  will  talk  about  the  ear,  a part  of  the  body  scarcely  less  curious 
than  the  eye. 

The  outer  ear  is  simply  a funnel  to  catch  the  sounds  and  carry  them  to  the  inner 
oar.  You  often  see  a deaf  man  curve  his  hand  about  his  ear  so  as  to  make  this  funnel 
larger,  in  order  to  catch  more  of  the  sound. 

The  little  opening  in  the  ear  is  supplied  with  a bitter  wax  which  keeps  any  insect 
from  falling  very  far  into  it.  When  too  much  of  this  wax  gathers,  it  comes  out  in  little 
lumps;  but  you  should  never  take  any  sharp  instrument  to  remove  it,  for  you  might 
injure  the  delicate  lining  of  the  ear  and  cause  inflammation.  You  know  how  badly  your 
«ar  sometimes  aches  when  it  is  inflamed  by  cold. 

Sound  is  really  made  by  little  waves,  or  vibrations  of  the  air;  and  when  a sound 
enters  the  ear,  it  strikes  against  a thin  skin  or  membrane  that  is  stretched  across 
the  opening  just  like  the  covering  on  a drum  head,  and  so  it  is  called  the  drum  of  the 
ear.  If  you  beat  on  a drum,  it  gives  out  a loud  sound,  and  so  this  little  ear-drum 
carries  the  sound  along  to  the  inner  ear. 

Like  the  eye,  the  inner  ear  is  made  up  of  a number  of  curious  parts  which  you 
cannot  yet  understand,  but  it  has  some  more  of  these  same  tiny  nerves  to  carry  the 
messages  to  the  brain  whenever  any  sound  wave  strikes  them.  These  nerves  are 
really  the  most  important  part  of  the  ear,  for  if  all  the  other  parts  were  healthy 
and  the  little  telegraph  wires  were  injured,  you  could  not  hear.  You  know  I told 
[you  deafness  was  often  caused  by  injury  to  the  nerves;  but  people  are  also  frequently 
made  deaf  by  the  thickening  of  the  membrane  which  lines  the  ear.  There  is  a little 
tube  leading  from  the  middle  ear  to  the  throat;  and  so  throat  diseases  often  cause 
deafness,  for  the  inflammation  can  easily  extend  through  this  tube  to  the  ear.  Alcoholic 


120 


STATE  MANUAL  AND  COURSE  OF  STUDY 


liquors  dull  the  hearing  in  this  very  way,  because  they  inilame  the  throat;  alcohol  also 
hurts  the  nerves  of  hearing. 

Blows  on  the  ear,  or  loud  shouting  close  to  it,  are  apt  to  cause  inflammation  and 
so  are  dangerous. 

1.  Of  what  use  is  the  outer  ear? 

2.  Why  does  a deaf  man  put  his  hand  to  his  ear? 

3.  Of  what  use  is  the  ear  wax? 

‘4.  Why  is  it  dangerous  to  pick  it  out  with  a sharp  instrument? 

5.  'What  is  the  drum  of  the  ear? 

6.  How  does  sound  reach  the  brain? 

7.  What  connects  the  ear  and  throat? 

8.  How  does  throat  disease  cause  deafness? 

9.  Why  are  blows  on  the  ear  dangerous? 

10.  How  does  alcohol  injure  the  hearing? 


APPENDIX 


MICHIGAN  HISTORY. 

During  this  grade  the  history  of  Michigan  should  be  studied  with  its  geography. 
If  time  for  the  recitation  in  both  crowds  the  program,  they  may  be  alternated. 

1615 — Possibly  visited  by  Champlain. 

1634 — Visited  by  Jean  Nicolet  at  Mackinac. 

1641 — Visited  by  Jesuit  missionaries. 

1660  to  1668 — Visited  by  various  missionaries.  Mission  established  at  Sault  Ste. 
Marie — three  years  later  at  St.  Ignace. 

1701 — Fort  Ponchartrain  founded  at  Detroit  by  Cadillac — Detroit  the  capital  of  the 
French  Possessions. 

1760— Became  a British  province — principal  business,  fur  trade. 

1763 — Pontiac’s  conspiracy — character  of  Pontiac.  Plan  of  attack — story  of  the 
Ojibwa  Indian  girl.  The  attack — Bloody  Run.  Massacre  of  Michilimack- 
inac. 

1769 — Death  of  Pontiac. 

1787 — Ordinance  creating  the  Northwest  Territory — the  “Six  Articles.” 

1796 — British  evacuation  of  military  posts. 

1805 — Michigan  made  a territory — Gen.  Wm.  Hull  governor. 

18121 — Second  War  ivith  England — Michigan  menaced  on  one  side  by  Canada,  on  the 
other  by  Indians.  July  16,  Detroit  surrendered,  the  only  condition  being 
that  private  property  be  protected.  July  17,  Mackinac  surrendered. 

1813 — Gen.  Cass  appointed  governor.  .His  energy — made  treaties  with  Indians,  always 
just  ones;  divided  the  territory  into  counties  (note  how  many  of  the  counties 
bear  the  names  of  prominent  men)  ; surveyed  and  opened  the  lands  for  set- 
tlement (about  1818)  ; visited  personally  the  heart  of  the  Indian  country, 
traveling  thousands  of  miles;  published  (1823)  “Inquiries  concerning  the 
Indians.” 

Perry’s  victory  on  Lake  Erie. 

1817 — First  permanent  newspaper — “The  Detroit  Gazette,”  $5  a year. 

1831 — Gov.  Cass  appointed  Secretary  of  War. 

(Cass  was  further  honored  by  appointment  in  1836  as  Minister  to  Prance,  in  1845  and  1849 
was  U.  S.  Senator  from  Michigan,  and  in  1844  and  1852  was  democratic  nominee  for 
president.) 

1832  to  1834 — Detroit  scourged  by  cholera — Gov.  Porter  a victim. 

1835 — The  Toledo  War , — cause  territorial  boundary  dispute.  Proclamation  of  Gov. 

Lucas,  of  Ohio,  ordering  troops  to  take  possession  of  disputed  strip;  send- 
ing of  Michigan  troops  by  acting  Gov.  Mason — no  bloodshed.  Proposition 
by  Congress  to  cede  to  Michigan  the  upper  peninsula  for  the  release  of  the 
disputed  strip. 

May — Adoption  of  a constitution  and  application  for  admission  to  the  Union. 

October — State  officers  elected,  followed  by  the  refusal  of  Congress  to  admit 
to  the  Union  until  the  settlement  of  boundary  dispute. 

16 


122 


STATE  MANUAL  AND  COURSE  OF  STUDY 


1836 —  December — Acceptance  by  the  “Frost-bitten  Convention”  at  Ann  Arbor  of  the 

proposal  of  Congress  mentioned  above. 

1837 —  January  26 — Michigan  admitted  as  the  26th  state,  thus  doubling  the  original 

thirteen.  Plans  at  once  made  for  extensive  internal  improvements  aftid  a 
loan  negotiated  for  $5,000,000  (an  enormous  sum  in  those  days)  for  im- 
provement of  rivers,  construction  of  canals,  and  building  of  railroads — the 
beginning  of  Michigan  Southern  and  Michigan  Central  railways.  Passage 
of  general  banking  law — its  provisions  of  safety  to  the  public  easily  eluded, 
resulting  in  suspension  of  specie  payment. 

Provision  that  every  sixteenth  section  in  each  organized  township  be  set  apart 
for  school  purposes.  Rev.  John  D.  Pierce,  first  Superintendent  of  Public 
Instruction,  presented  to  the  State  legislature  the  plan  for  our  educational 
system,  modeled  after  the  Prussian  public  school  system. 

1847 — Capital  changed  from  Detroit  to  Lansing. 

1850 — New  constitution. 

1852 — Congressional  land  grant  of  750,000  acres  for  construction  of  canal  around  St. 
Mary’s  Falls. 

1853  to  1855 — Construction  of  St.  Mary’s  Falls  canal — cost  $999,802.46.  (7,000  feet 
long,  least  width  108  feet,  depth  of  water  16  feet.) 

1860  to  1865 — Michigan  in  the  Civil  War. — Austin  Blair,  the  “War  Governor,” 
Zachariah  Chandler  the  “War  Senator  of  Michigan” — 93,700  Michigan  sol- 
diers, of  whom  over  one-sixth  perished  in  defense  of  their  country. 

1873 — Corner  stone  of  the  new  capitol  laid — cost  of  building  $1,500,000. 

1876  to  1881 — St.  Mary’s  Falls  canal  enlarged  and  new  lock  built — cost  $1,500,000. 

1892  to  1894 — Second  great  lock  built — cost  $5,000,000.  Over  16*4  million  tons  passed 
through  this  lock  during  1896,  sufficient  tonnage  to  load  a freight 
train  over  5,000  miles  long,  or  reaching  nearly  from  Chicago  to  San  Fran- 
cisco and  back,  exceeding  the  tonnage  of  New  York  harbor. 

1897 — President  Angell,  of  Ann  Arbor,  appointed  United  States  minister  to  Turkey. 


Note. — The  following  is  taken  by  permission  from  the  advance  sheets  of  Silas  Farmer  & 
Co.’s  “Michigan  Book — A Cyclopedia  with  sectional  county  maps,”  sold  at  the  low  price 
of  $1.00  with  map,  50  cents  without.  This  cyclopedia  of  Michigan  will  soon  be  published, 
and  will  be  a valuable  work  for  anyone  and  especially  for  a teacher.  For  further  particulars 
address  Silas  Farmer  & Company,  Detroit. 


ALPENA  COUNTY 

Was  created  in  1840  under  the  name  of  Anamickee,  a mongrel  Indian  name  without 
special  meaning.  In  1843  the  name  was  changed  to  Alpena,  a combination  derived  from 
the  Indian  word  Penaisee,  meaning  a bird,  and  the  Arabic  prefix  Al.  The  county  was 
organized  in  1857.  The  county  seat  originally  at  Fremont  was  soon  changed  to  Alpena. 
Acres  in  county,  370,470.  Population  in  1860,  291:  1870,  3,011;  1880,  8,789;  1890, 
15,581;  1894,  17,717;  1900,  18,254.  Votes  cast  at  spring  election  of  1899,  3,253.  Presi- 
dential vote  in  1900,  McKinley  2,283,  Bryan  1,435. 


ANTRIM  COUNTY 

Was  created  in  1840  under  the  name  of  Meegisee,  an  unmeaning  mongrel  Indian  word. 
In  1843  the  name  was  changed  to  Antrim,  the  name  of  a county  in  North  Ireland  where 
the  celebrated  curiosity  of  Giants’  Causeway  is  located.  The  county  was  organized  in 
1863.  The  last  change  in  the  county  limits  was  made  by  an  act  of  1881.  The  county 
seat,  originallv  located  at  Elk  Rapids,  is  now  at  Bellaire.  Acres  in  county,  305,927. 
Population  in  1870,  2,409;  1880.  5,237:  1890,  10,413:  1894,  12,427;  1900,  16,568.  Votes 
cast  at  spring  election  of  1899,  2,164.  Presidential  vote  in  1900,  McKinley  2,583, 
Bryan  737. 

CALHOUN  COUNTY 

Was  created  in  1829  and  organized  in  1833.  It  was  named  after  John  C.  Calhoun,  vice 
president  of  the  United  States  from  1825  to  1833.  The  countv  seat  is  Marshall.  Acres 
in  county,  447,126.  Population  in  1840,  10,599;  1850,  19,169;  1860,  29,398;  1870, 


APPENDIX 


123 


36,571;  1880,  38,452;  1890,  43,501;  1894,  47,472;  1900,  49,315.  Votes  cast  at  spring 
election  of  1899,  9,614.  Presidential  vote  in  1900,  McKinley  6,226,  Bryan  5,562. 


CASS  COUNTY 

Was  created  and  organized  in  1829.  It  was  named  after  Gov.  Lewis  Cass,  Secretary 
of  War  under  President  Jackson  and  Secretary  of  State  under  President  Buchanan. 
The  county  seat  is  Cassopolis.  Acres  in  county,  312,894.  Population  in  1840,  5,710; 
1850,  10,906;  1860,  17,895;  1870,  21,097;  1880,  22,008:  1890,  20,953;  1894,  21,176; 
1900,  20,876.  Votes  cast  at  spring  election  of  1899,  5,007.  Presidential  vote  in  1900, 
McKinley  3,217,  Bryan  2,826. 


CHARLEVOIX  COUNTY 

Was  created  in  1840  under  the  name  of  Keshkauko,  but  in  1843  was  changed  to  Charle- 
voix. The  first  name  had  no  particular  significance,  while  Charlevoix  was  the  name 
of  a distinguished  Jesuit  missionary  who  visited  this  region  in  1721.  The  county  was 
organized  in  1869,  and  its  present  limits  date  from  an  act  of  1895,  and  for  municipal 
purposes  Beaver  island  and  those  adjacent  are  attached  to  it.  The  county  seat  has  been 
located  at  the  following  places  in  the  order  named:  Charlevoix,  East  Jordan,  Boyne, 

and  again  at  Charlevoix.  Number  of  acres  in  county,  265.215.  Population  in  1870, 
1,724;  1880,  5,114;  1890,  9,686;  1894,  11,246;  190(b  13,956.  Votes  cast  at  spring 
election  of  1899,  2,316.  Presidential  vote  in  1900,  McKinley  2,266,  Bryan  779. 


COAL. 

It  is  estimated  by  geologists  that  one-fifth  of  the  lower  peninsula  of  Michigan  is 
underlaid  by  coal -bearing  deposits.  The  total  area  of  the  coal  basin  covers  nearly  9,000 
square  miles,  running  from  Jackson  county  on  the  south  to  Roscommon  county  on  the 
north,  and  from  Huron  county  on  the  east  to  Mecosta  county  on  the  west.  Not  all 
of  this  area  contains  coal  in  veins  profitable  for  working,  but  the  rich  finds  in  the 
Saginaw  valley  are  believed  to  be  an  index  of  what  will  follow.  There  are  now  more 
than  200,000  acres  under  lease,  the  yield  per  acre  being  estimated  at  4,500  tons.  On 
January  1,  1901,  there  were  31  mines  in  operation,  13  in  Saginaw  county,  eight  in 
Bay,  five  in  Eaton,  two  in  Shiawassee,  one  in  Huron,  and  two  in  Jackson  county. 
They  may  be  seen  at  Saginaw,  St.  Charles,  Sebewaing  and  Grand  Ledge.  It  is  said  that 
Michigan  now  produces  60,000  tons  of  coal  per  month  at  an  average  value  of  $1.44 
per  ton. 

See  also  State  Inspector  of  Coal  Mines. 


COGNOMENS  OF  STATE. 

The  State  is  favored  with  five  different  popular  cognomens.  It  is  called  the  Lake 
State,  because  almost  surrounded  by  the  Great  Lakes,  and  containing  thousands  of 
small  lakes.  The  Peninsular  State  because  so  nearly  surrounded  by  the  waters  of  the 
Great  Lakes. 

The  Wolverine  State,  after  the  animal  called  the  wolverine,  which  once  was  numerous 
in  this  region.  There  is  now  not  much  propriety  in  this  name,  which  was  fastened  on 
the  State  at  an  early  day.  They  are  now  rarely  found,  but  in  the  fall  of  1900  a num- 
ber were  seen  in  Antrim  county.  The  wolverine  is  about  a foot  high,  weighs  25  to  30 
pounds,  and  has  a stout  body  two  and  one-lialf  feet  long,  with  arched  back.  Its  legs 
are  short  and  thick  and  its  claws  strong  and  sharp.  Its  foot-prints  resemble  those  of 
a bear,  and  the  hind  feet  are  about  four  inches  broad.  The  tail  is  short  and  bushy, 
the  head  broad  and  rather  pointed,  with  jaws  resembling  those  of  a dog,  the  eyes  and 
ears  small,  and  the  fur  generally  of  a dark  brown,  with  lighter  stripes  on  each  side. 

The  Mitten  State,  from  the  general  resemblance  of  the  outline  of  the  lower  peninsula 
to  a huge  mitten,  the  thumb  being  defined  by  the  waters  of  Lake  Huron  and  Saginaw 
bay.  The  Summer  State  is  the  latest  cognomen  bestowed  upon  Michigan.  It  is  one 
that  cannot  possibly  be  as  appropriately  applied  to  any  other  state.  No  other  has  or 
could  have  so  many  beautiful  resorts  wherein  to  avoid  the  heat  of  summer.  With  great 
lakes  almost  surrounding  it,  with  thousands  of  lakes  within  it,  and  with  its  health- 


124 


STATE  MANUAL  AND  COURSE  OF  STUDY 


giving  climate  and  natural  scenery,  Michigan  stands  preeminent  as  the  Mecca  of  the 
summer  tourist. 

That  portion  between  Lakes  Huron  and  Michigan  is  known  as  the  Lower  Peninsula, 
and  that  lying  between  Lake  Superior  and  Lakes  Huron  and  Michigan,  the  Upper 
Peninsula. 


COPPER. 

The  first  discovery  of  copper  was  made  at  the  Minnesota  mine  in  1847.  Attention 
was  attracted  by  the  pits  of  the  prehistoric  miners.  In  one  of  the  pits  was  a mass  of 
native  copper  weighing  six  tons.  The  ancient  miners  had  lifted  it  upon  timbers  five 
feet  from  the  bottom  of  the  pit.  The  timbers  which  had  been  placed  beneath  had  de- 
cayed, the  earth  about  the  mass  holding  it  in  place  above  the  pit’s  bottom.  Growing 
from  the  earth  which  covered  the  mass  was  a hemlock  tree  which  showed  395  annual 
rings  of  growth.  Many  stone  hammers  and  a copper  chisel  were  found  in  the  pit.  To 
this  mine  belongs  the  distinction  of  having  yielded  the  largest  mass  of  native  copper 
ever  taken  from  the  earth.  It  was  found  in  1855  at  a depth  of  about  220  feet,  and 
weighed  a trifle  over  563  tons,  requiring  the  services  of  forty  men  for  six  months  to  cut 
it  into  pieces  small  enough  to  permit  of  hoisting  to  surface  and  transportation  to  the 
east.  As  copper  was  then  worth  about  50  cents  per  pound,  the  value  of  this  nugget 
was  upwards  of  $500,000. 

The  Calumet  and  Hecla  mine  is  one  of  the  largest  producers  in  the  world  and  the 
only  one  in  which  copper  is  found  in  a pure  state.  Its  equipment  is  unequaled  by  any 
other  in  the  world ; its  shafts  are  the  deepest — the  vertical  shaft  being  4,900  feet  in 
depth;  and  its  stamp  mills  on  the  shore  of  Torch  lake  treat  somewhere  about  2,000,000 
tons  of  rock  per  year.  It  has  an  8,000  horse-power  hoisting  engine  at  the  Red  Jacket 
shaft,  fed  with  steam  from  ten  boilers  of  1,000  horse-power  each'.  The  mine  has  yielded 
to  the  company  up  to  the  year  1899,  1,265,426,320  pounds  of  ingot  copper  and  has  paid 
in  dividends  to  June  28,  1899,  the  magnificent  sum  of  $60,850,000. 

Michigan’s  product  of  refined  copper  for  1898  was  76,830  tons,  being  58  per  cent  of  the 
world’s  supply  for  that  year. 


BAY  COUNTY 

Was  created  and  organized  in  1857.  It  is  so  named  because  it  borders  on  Saginaw  bay. 
The  last  change  affecting  its  county  limits  was  made  by  act  of  1883.  The  county  seat 
is  at  Bay  City,  formerly  called  Lower  Saginaw.  See  also  Arenac  county.  Acres  in 
county,  284,735.  Population  in  1860,  3,169;  1870,  15,820;  1880,  38,081;  1890,  56,412; 
1894,  61,304;  1900,  62,378.  Votes  cast  at  spring  election  of  1899,  9,694.  Presidential 
vote  in  1900,  McKinley  6,462,  Bryan  5,090. 


BARRY  COUNTY 

Was  created  in  1829  and  organized  in  1839.  It  is  named  after  William  T.  Barry,  Post- 
master General  of  the  United  States  from  1829  to  1835.  The  county  seat  is  Hastings. 
Acres  in  county,  353,065.  Population  in  1840,  1,078;  1850,  5,072:  i860,  14,041;  1870, 
22,204;  1880,  25,319:  1890,  23,783;  1894,  23,699;  1900,  22,514.  Votes  cast  at  spring 
election  of  1899,  5,488.  Presidential  vote  in  1900,  McKinley  3,292,  Bryan  2,896. 


BERRIEN  COUNTY 

Was  created  in  1829  and  organized  in  1831.  It  was  named  after  John  M.  Berrien, 
Attorney  General  of  the  United  States  from  1820  to  1831.  The  county  seat,  formerly 
at  Berrien  Springs,  is  now  at  St.  Joseph.  Acres  in  county,  363,216.  Population  in  1840, 
5,011:  1850,  11,417;  1860,  22,274;  1870,  35,119;  1880,  36,780;  1890,  41,285;  1894, 
45,635:  1900,  49,165.  Votes  cast  at  spring  election  of  1899,  9,492.  Presidential  vote  in 
1900,  McKinley  6,597,  Bryan  4,956. 

GENESEE  COUNTY 

Was  created  in  1835  and  organized  in  1836.  Its  present  limits  date  from  1843.  It  was 
named  after  a county  of  the  same  name  in  New  York,  from  which  many  of  its  early 


APPENDIX 


125 


settlers  came.  The  county  seat  is  Flint.  Acres  in  county,  411,015.  Population  in  1840, 
4,208;  1850,  12,031;  1860,  22,607;  1870,  33,965;  1880,  39,219;  1890,  39,430;  1894, 
40,553;  1900,  41,804.  Votes  cast  at  spring  election  of  1899,  8,047.  Presidential  vote 
in  1900,  McKinley  6,486,  Bryan  3,931. 


GLADWIN  COUNTY 

Was  created  in  1831  and  organized  in  1875.  It  was  named  after  Major  Henry  Gladwin, 
commander  of  Detroit  at  the  time  of  the  Pontiac  Conspiracy  in  1763.  The  county  seat 
is  Gladwin.  Acres  in  county,  330,018.  Population  in  1880,  1,127;  1890,  4,208;  1894, 
4,900;  1900,  6,564.  Votes  cast  at  spring  election  of  1899,  932.  Presidential  vote  in 
1900,  McKinley  978,  Bryan  299. 


GRAND  TRAVERSE  COUNTY 

Was  created  under  the  name  of  Omeena  in  1840.  The  name  was  changed  to  Grand 
Traverse  when  the  county  was  organized  in  1851.  It  was  thus  named  because  those 
who  entered  the  long  Grand  Traverse  bay  had  to  make  a “grand  traverse”  to  get  out 
again.  The  present  boundaries  date  from  1865.  The  county  seat,  originally  called 
Boardman’s  River,  is  now  called  Traverse  City.  Acres  in  county,  292,961.  Popula- 
tion in  1860,  1,288;  1870,  4,443;  1880,  8,422;  1890,  13,355;  1894,  17,515;  1900,  20,479. 
Votes  cast  at  spring  election  of  1899,  3,199.  Presidential  vote  in  1900,  McKinley  3,126, 
Bryan  1,288. 

GRATIOT  COUNTY 

Was  created  in  1831  and  organized  in  1855.  It  was  named  after  Capt.  Charles  Gratiot, 
of  Gen.  Harrison’s  army  of  the  War  of  1812.  The  county  seat  is  at  Ithaca.  Acres  in 
county,  364,633.  Population  in  1860,  4,027;  1870,  11,809;  1880,  21,937;  1890,  28,668; 
1894,  28,776;  1900,  29,889.  Votes  cast  at  spring  election  of  1899,  5,704.  Presidential 
vote  in  1900,  McKinley  4,261,  Bryan  3,207. 


HILLSDALE  COUNTY 

Was  created  in  1829  and  organized  in  1835.  It  was  so  named  because  of  the  rolling 
character  of  the  land,  it  being  “hill”  and  “dale.”  The  county  seat  was  originally  at 
Jonesville,  but  is  now  at  Hillsdale.  Acres  in  county,  384,950.  Population  in  1840, 
7,240;  1850,  16,159;  1860,  26,301;  1870,  31,691;  1880,  32,726;  1890,  30,660;  1894, 
30,272;  1900,  29,865.  Votes  cast  at  spring  election  of  1899,  6,697.  Presidential  vote 
in  1900,  McKinley  4,787,  Bryan  3,328. 

IRON  ORE. 

Michigan  produces  more  iron  ore  than  any  other  state.  In  1898  the  total  tonnage 
was  one-third  of  the  total  product  of  the  world.  The  first  discovery  of  iron  in  Michigan 
was  on  the  morning  of  September  19,  1844.  The  compass-man  of  a party  surveying  in 
town  47  north,  range  26  west,  Marquette  county,  noticed  great  fluctuations  of  the 
magnetic  needle,  and  finally  found  his  needle  pointing  nearly  south  instead  of  north 
and  called  the  attention  of  the  party  to  the  wonderful  variation.  Mr.  Burt,  of  the 
party,  then  requested  the  men  to  look  about  them  and  they  quickly  found  specimens  of 
iron  ore,  these  being  principally  near  outcrops.  This  was  probably  the  first  discovery 
of  iron  ore  by  white  men  in  Michigan,  and  was  later  developed  as  the  Jackson  mine. 

The  five  ranges  of  the  Lake  Superior  iron  district,  lying  to  the  east,  the  south  and 
the  west  of  the  copper  country,  are  the  sources  of  the  largest,  richest  and  purest  supply 
of  iron  ore  in  the  world. 

The  growth  of  the  mining  of  iron  ore  has  practically  all  been  since  1850.  Michigan 
then  ranked  among  the  states  as  the  eighteenth  in  amount  of  ore  produced,  but  for 
nearly  twenty  years  she  has  ranked  first. 

The  largest  iron  mine  in  the  world  is  at  Ironwood,  Gogebic  county. 

The  value  of  the  marketed  tonnage  of  iron  ore  for  1898  was  $16,835,000,  and  the  total 
tonnage  mined  was  7,380,319. 


126 


STATE  MANUAL  AND  COURSE  OF  STUDY 


If  all  the  iron  ore  produced  for  the  year  1898  in  the  State  of  Michigan  was  cast  into 
a steel  rail  weighing  50  pounds  to  the  foot,  that  rail  would  encircle  the  globe  one  and 
one-half  times.  (See  Pig  Iron.) 


JACKSON  COUNTY 

Was  created  in  1829  and  organized  in  1832.  It  was  named  after  Andrew  Jackson,. 
President  of  the  United  States  from  1829  to  1837.  The  county  seat  is  Jackson.  Acres 
in  county,  455,886.  Population  in  1840,  13,130;  1850,  19,433;  1860,  26,664;  1870,  36,042; 
1880,  34,342;  1890,  39,273;  1894,  42,056;  1900,  48,222.  Votes  cast  at  spring  election 
of  1899,  11,011.  Presidential  vote  in  1900,  McKinley  6*329,  Bryan  6,211. 


KALAMAZOO  COUNTY 

Was  created  in  1829  and  organized  in  1830.  The  name  was  derived  from  a Potto- 
watamie  Indian  word  meaning  “the  boiling  pot,”  which  described  the  appearance  of  the 
Kalamazoo  river  at  that  point  in  its  course.  The  county  seat  was  at  first  located  at 
Bronson,  but  is  now  at  Kalamazoo.  Acres  in  county,  357,869.  Population  in  1840, 
7,380;  1850,  13,179;  1860,  24,663;  1870,  32,063;  1880,  34,342;  1890,  39,273;  1894, 
42,056;  1900,  44,310.  Votes  cast  at  spring  election  of  1899,  8,611.  Presidential  vote 
in  1900,  McKinley  6,007,  Bryan  4,708. 


KALKASKA  COUNTY 

Was  created  in  1840  under  the  name  of  Wabassee;  the  name  was  changed  in  1843.  The 
original  name  was  a coined  word  without  special  meaning.  Kalkaska  was  the  name  of 
an  Indian  tribe.  The  county  was  organized  in  1871  and  has  had  its  present  limits  since 
1881.  The  county  seat  is  Kalkaska.  Acres  in  county,  359,144.  Population  in  1870, 
424;  1880,  2.937  ; 1890,  5,160;  1894,  5,640:  1900,  7,133.  Votes  cast  at  spring  election 
of  1899,  1,061.  Presidential  vote  in  1900,  McKinley  1,312,  Bryan  360. 


KENT  COUNTY 

Was  created  in  1831  and  organized  in  1836.  Its  present  limits  were  defined  in  1840. 
It  was  named  after  James  Kent,  the  celebrated  jurist  of  New  York.  The  county  seat 
is  Grand  Rapids.  Acres  in  countv,  545,408.  Population  in  1840,  2,587 ; 1850,  12,017 ; 
1860,  30,743;  1870,  50,410;  1880,^73,252;  1890,  109,922;  1894,  121,938:  1900,  129,714. 
Votes  cast  at  spring  election  of  1899,  21,115.  Presidential  vote  in  1900,  McKinley* 
17,891,  Bryan  13,794. 


LAKE  COUNTY 

Was  created  under  the  name  of  Aishcum  in  1840,  and  name  changed  to  Lake  in  1843. 
The  original  name  was  a manufactured  Indian  word  without  meaning.  The  name  Lake 
is  certainly  appropriate  for  a county  in  a state  almost  surrounded  by  lakes.  The 
county  was  organized  in  1871.  The  county  seat,  at  first  located  at  Chase,  is  now  at 
Baldwin.  Acres  in  county,  365,387.  Population  in  1880,  3,233;  1890,  6,505;  1894, 
5,897  : 1900.  4,957.  Votes  cast  at  spring  election  of  1899,  1,054.  Presidential  vote  in 
1900,  McKinley  840,  Bryan  350. 


LAPEER  COUNTY 

Was  created  in  1822  and  organized  in  1835.  Its  present  limits  were  defined  in  1855. 
“La”  being  the  French  for  “the,”  Governor  Cass,  who  named  this  county,  perhaps  meant 
to  indicate  that  it  was  the  Peer,  i.  e.,  the  equal  of  any  of  the  existing  counties.  It  was- 
claimed  that  he  named  it  after  a French  officer  named  Lapere,  who  is  said  to  have  aided 
the  colonists  during  the  Revolution.  The  countv  seat  is  Lapeer.  Acres  in  countv.  424,- 
030.  Population  in  1840.  4,265:  1850,  7.026:  1860,  14,875;  1870,  21,345;  1880.  30,138: 
1890.  29.213:  1894,  28.879:  1900,  27.641.  Votes  cast  at  spring  election  of  1899,  5,232. 
Presidential  vote  in  1900,  McKinley  3,709;  Bryan  2,217. 


APPENDIX 


127 


LEELANAU  COUNTY 

Was  created  in  1840  and  organized  in  1863.  The  name  was  derived  from  the  Indian 
word,  Leel-in-au,  meaning  “Delight  of  Life.”  For  municipal  purposes,  Fox  and  Manitou 
islands  are  attached  to  this  county.  The  county  seat  was  at  first  located  at  North- 
port,  but  is  now  at  Leland.  Acres  in  county,  219,288.  Population  in  1860,  2,445;  1870, 
4,577;  1880,  6,253;  1890,  7,944;  1894,  9,395;  1900,  10,556.  Votes  cast  at  spring  elec- 
tion of  1899,  1,600.  Presidential  vote  in  1900,  McKinley  1,484,  Bryan  637. 


LIVINGSTON  COUNTY 

Was  created  in  1833  and  organized  in  1836.  It  was  named  after  Edward  Livingston, 
Secretary  of  State  of  the  United  States  from  1831  to  1833.  The  county  seat  is  Howell. 
Acres  in  county,  370,845.  Population  in  1840,  7,430;  1850,  13,475;  1860,  16,629;  1870, 
19,417;  1880,  22,251;  1890,  20,858;  1894,  20,437;  1900,  19,664.  Votes  cast  at  spring 
election  of  1899,  5,313.  Presidential  vote  in  1900,  McKinley  2,858,  Bryan  2,730. 


SAGINAW  COUNTY 

Was  created  in  1822  and  organized  in  1835.  The  present  limits  were  defined  in  1881. 
The  name  was  derived  from  the  Indian  word  Sac-e-nong,  meaning  Sactown,  or  the  towns 
of  the  Sac  or  Sauk  Indians  who  inhabited  this  region.  The  county  seat  is  Saginaw. 
Acres  in  county,  519,861.  Population  in  1840,  892;  1850,  2,609:  I860,  12,758:  1870,. 
39,079;  1880,  59,095;  1890,  82,273;  1894,  81,847.  Votes  cast  at  spring  election  of  1899, 
13,104.  Presidential  vote  in  1896,  McKinley  8,361,  Bryan  8,792. 


SANILAC  COUNTY 

Was  created  in  1822  and  organized  in  1850.  It  was  named  by  Governor  Cass,  after  a 
Wyandot  Indian  warrior.  The  county  seat,  originally  at  Lexington,  was  moved  to- 
Sandusky,  the  name  of  which  place  has  since  been  changed  to  Sanilac  Center.  Acres  in 
county,  616,035.  Population  in  1850,  2,322;  1860,  7,623;  1870,  14,565;  1880,  26,341; 
1890,  32.589;  1894,  33,945.  Votes  cast  at  spring  election  of  1899,  5,024.  Presidential 
vote  in  1896,  McKinley  3,634,  Bryan  3,156. 


SHIAWASSEE  COUNTY 

Was  created  in  1822  and  organized  in  1837.  Its  name  was  derived  from  an  Indian  word 
meaning  “straight  running,”  referring  to  the  course  of  the  Shiawassee  river  between 
Owosso  and  St.  Charles.  The  county  seat  was  originally  at  Byron,  but  is  now 
at  Corunna.  Acres  in  county,  343,964.  Population  in  1840,  2.103;  1850, 

5.233;  1860,  12,888;  1870,  20,864;  1880,  27,059;  1890,  30,952;  1894,  32,854;  1900, 
33,866.  Votes  cast  at  spring  election  of  1899,  7,143.  Presidential  vote  in  1900,  McKin- 
ley 5,051,  Bryan  3,443. 

MASON  COUNTY 

Was  created  under  the  name  of  Notipekago  in  1840.  The  name  was  changed  to  Mason1 
in  1843.  The  original  name  was  a supposed  Indian  word,  but  had  no  particular  signifi- 
cance. The  county  was  called  Mason  after  Stevens  T.  Mason,  the  last  territorial  and 
the  first  State  governor.  The  county  was  organized  in  1855.  The  county  seat  was 
originally  at  Lincoln,  then  at  Au  Sable,  and  is  now  at  Ludington.  Acres  in  county, 
315,526.  Population  in  1850.  93;  1860,  831:  1870,  3,294;  1880,  10,063;  1890,  16,385; 
1894,  18.422;  1900,  18,885.  Votes  cast  at  spring  election  of  1899,  2,879.  Presidential 
vote  in  1900,  McKinley  2,186,  Bryan  1,252. 


MECOSTA  COUNTY 


Was  created  in  1840  and  organized  in  1859.  Its  present  limits  were  defined  in  1857. 
The  name  is  believed  to  have  been  derived  from  Irish  sources,  as  were  those  of  several 


128 


STATE  MANUAL  AND  COURSE  OF  STUDY 


other  counties,  which  were  created  about  the  same  time.  It  has  also  been  suggested 
that  Mecosta  was  the  name  of  an  Indian  chief.  The  county  seat  was  originally  at 
Leonard,  but  is  now  at  Big  Rapids.  Acres  in  county,  361,876.  Population  in  1860, 
1,017;  1870,  5,778;  1880,  13,973;  1890,  19,697;  1894,  20,729;  1900,  20,693.  Votes  cast 
at  spring  election  of  1897,  3,317.  Presidential  vote  in  1900,  McKinley  2,804,  Bryan 
1,376. 

MENOMINEE  COUNTY 

Was  created  as  the  county  of  Bleeker  in  1861.  Its  name  was  changed  and  the  county 
organized  in  1863.  Its  present  limits  were  defined  in  1891.  It  was  named  after  the 
Menominee  tribe  of  Indians.  The  county  seat  is  Menominee.  Acres  in  county,  666,706. 
Population  in  1870,  1,894;  1880,  11,988;  1890,  33,639;  1894,  23,740;  1900,  27,046. 
Votes  cast  at  spring  election  of  1899,  2,776.  Presidential  vote  in  1900,  McKinley"  3,122, 
Bryan  1,543. 


MIDLAND  COUNTY 

Was  created  in  1831  and  organized  in  1855.  It  was  so  named  because  a large  part  of  it 
lies  between  the  forks  of  the  Chippewa  and  Tittibawassee  rivers.  It  is  also  near  the 
center  of  the  lower  peninsula.  The  county  seat  is  Midland.  Acres  in  county,  335,867. 
Population  in  1850,  65;  1860,  782;  1870,  3,517 ; 1880,  6,894;  1890,  10,657 ; 1894,  13,218; 
1900,  14,439.  Votes  cast  at  spring  election  of  1899,  2,544.  Presidential  vote  in  1900, 
McKinley  1,783,  Bryan  1,224. 

MISSAUKEE  COUNTY 

Was  created  in  1840  and  organized  in  1871.  It  is  believed  to  have  been  named  from  a 
Chippewa  Indian  chief.  The  word  is  a corruption  of  Missisaging,  meaning  “at  the 
mouth  of  a large  river.”  The  county  seat  was  originally  at  Falmouth,  but  is  now  at 
Lake  City.  Acres  in  county,  362,798.  Population  in  1880,  1,553;  1890,  5,048;  1894, 
6,955;  1900,  9,308.  Votes  cast  at  spring  election  of  1899,  1,307.  Presidential  vote  in 
1900,  McKinley  1,420,  Bryan  617. 


MONROE  COUNTY 

Was  created  and  organized  in  1817.  Its  present  limits  were  defined  in  1822.  It  was 
named  after  James  Monroe,  President  of  the  United  States,  who  visited  the  territory 
the  year  this  county  was  organized.  The  county  seat  is  Monroe.  Acres  in  countv,  354,- 
528.  Population  in  1840,  9,922;  1850,  14,695;  1860,  21,648;  1870,  27,534;  1880,  33,623  ; 
1890,  32,337;  1894,  33,181:  1900,  32,754.  Votes  cast  at  spring  election  of  1899,  6,491. 
Presidential  vote  in  1900,  McKinley  3,874,  Bryan  3,859. 


MONTCALM  COUNTY 

Was  created  in  1831  and  organized  in  1850.  Its  present  limits  were  defined  in  1857. 
It  was  named  after  the  French  general,  Marquis  de  Montcalm,  killed  at  the  taking  of 
Quebec  in  1759.  The  county  seat  was  originally  at  Greenville,  but  is  now  at  Stanton. 
Acres  in  county,  454,281.  Population  in  1850,  891:  1860,  3,984;  1870,  13,642;  1880, 
33,148;  1890,  32,637;  1894,  34,158:  1900,  32,754.  Votes  cast  at  spring  election  of  1899, 
5,206.  Presidential  vote  in  1900,  McKinley  4,826,  Bryan  2,638. 


MONTMORENCY  COUNTY 

Was  created  under  the  name  of  Cheonoquet  in  1840,  but  was  changed  to  Montmorency 
in  1843.  The  original  name  was  not  really  an  Indian  word  and  was  without  meaning. 
The  present  name  is  derived  from  Matthew  Jean  Felicte  Montmorency,  a French  states- 
man who  served  in  the  American  Revolution.  The  county  was  organized  in  1881.  The 
county  seat  was  at  first  at  Hillman,  but  is  now  at  Atlanta.  Acres  in  county,  355,540. 
Population  in  1890,  1,487;  1894,  2,438;  1900,  3.234.  Votes  cast  at  spring  election  of 
1S99,  652.  Presidential  vote  in  1900,  McKinley  542,  Bryan  233. 


APPENDIX 


129 


MOUNTAINS  IN  MICHIGAN. 

The  Porcupine  Mountains  in  Ontonagon  county  are  about  1,400  feet  high.  There  is 
also  a range  known  as  the  Huron  Mountains,  in  the  northwestern  corner  of  Marquette 
county. 

MUSKEGON  COUNTY 

Was  created  and  organized  in  1859.  The  name  was  derived  from  the  Pottowatamie  In- 
dian word,  Muskeeginac  or  Muskego,  meaning  “cranberry  marsh”  or  marshy  place, 
cranberries  and  marsh  being  usually  associated  together.  The  county  seat  is  at  Mus- 
kegon. Acres  in  county,  321,492.  Population  in  1860,  3,893;  1870,  14,896;  1880,  26,586; 
1890,  40,013;  1894,  37,324;  1900,  37,036.  Votes  cast  at  spring  election  of  1899,  6,248. 
Presidential  vote  in  1900,  McKinley  5,247,  Bryan  2,801. 


NEWAYGO  COUNTY 

Was  created  in  1840  and  organized  in  1851.  It  was  named  from  Ne-Gwa-Gon,  a Chip- 
pewa Indian  chief,  the  literal  meaning  of  which  is  “much  water.”  It  is  also  claimed 
that  the  word  Newaygo  means  “Here  we  rest.”  The  county  seat  is  Newaygo.  Acres 
in  county,  542,222.  Population  in  1850,  510;  1860,  2,767;  1870,  7,292;  1880,  14,688; 
1890,  20,476;  1894,  19,125;  1900,  17,673.  Votes  cast  at  spring  election  of  1899,  3,153. 
Presidential  vote  in  1900,  McKinley  2,612,  Bryan  1,423. 


OAKLAND  COUNTY 

Was  created  and  organized  in  1820.  Its  present  limits  were  defined  in  1822.  It  was 
named  from  the  abundance  of  its  oaks.  The  county  seat  is  Pontiac.  Acres  in  county, 
575,400.  Population  in  1840,  23,646;  1850,  31,267;  1860,  38,020;  1870,  40,906;  1880, 
41,537;  1890,  41,245;  1894,  42,676;  1900,  44,792.  Votes  cast  at  spring  election  of  1899, 
9,565.  Presidential  vote  in  1900,  McKinley  6,174,  Bryan  4,968. 


OSCODA  COUNTY 

Was  created  in  1840  and  organized  in  1881.  Its  name  is  the  Indian  word,  Oscoda, 
meaning  “pebbly  prairie.”  The  county  seat  is  Mio.  Acres  in  county,  365,127.  Popula- 
tion in  1880,  467;  1890,  1,904;  1894,  1,806;  1900,  1,468.  Votes  cast  at  spring  election 
of  1899,  180.  Presidential  vote  in  1900,  McKinley  245,  Bryan  60. 


ST.  CLAIR  COUNTY 

Was  created  in  1820  and  organized  in  1821.  Its  present  limits  were  defined  in  1849.  It 
was  named  either  after  Gov.  Arthur  St.  Clair,  the  first  governor  of  the  Northwest  territory, 
or  after  Maj.  Patrick  Sinclair,  a British  officer  and  a large  landholder  on  the  river  as 
early  at  1765.  The  county  seat  was  originally  at  Palmer,  since  changed  to  St.  Clair, 
but  now  is  at  Port  Huron.  Acres  in  county,  428,697.  Population  in  1840,  4,606;  1850, 
10,411;  1860,  26,814;  1870,  36,687;  1880,  46,197;  1890,  52,105;  1894,  54,321.  Votes  cast 
at  spring  election  of  1899,  8,471.  Presidential  vote  in  1896,  McKinley  7,160,  Bryan 
5,130. 


ST.  CLAIR  TUNNEL. 

This  tunnel,  passing  under  the  St.  Clair  river,  is  the  longest  sub  marine  tunnel  in  the 
world. 

The  length  of  the  tunnel  proper  is  6,025  feet,  and  of  the  open  portals  or  approaches 
5,603  feet  additional,  or  more  than  two  miles  in  all.  It  is  a continuous  iron  tube,  19 
feet  10  inches  in  diameter,  put  together  in  sections  as  the  work  of  boring  proceeded, 
and  firmly  bolted  together,  the  total  weight  of  the  iron  aggregating  56,000,000  pounds. 

The  work  was  commenced  in  September,  1888,  and  it  was  opened  for  freight  traffic 
in  October,  1891,  a little  more  than  three  years  being  required  for  its  completion. 
Passenger  trains  began  running  through  it  December  7,  1891.  The  work  was  begun  on 

17 


130 


STATE  MANUAL  AND  COURSE  OF  STUDY 


both  sides  and  carried  on  until  the  two  sections  met  in  mid-river,  and  with  such  ac- 
curacy that  they  were  perfectly  in  line  as  they  came  together. 

The  engines  used  for  pulling  the  trains  through  the  tunnel  and  up  the  steep  grade 
after  emerging,  are  the  largest  in  the  world,  having  ten  drive  wheels,  and  weighing 
nearly  200,000  pounds.  The  boilers  are  74  inches  in  diameter,  the  fire-boxes  132% 
inches  long,  and  42%  inches  wide,  and  the  cylinders  are  22  inches  in  diameter,  with  28 
inches  stroke. 

The  cost  of  the  great  tunnel  was  $2,700,000  and  4,000  cars  can  be  moved  through  it 
daily. 

ST.  JOSEPH  COUNTY 

Was  created  and  organized  in  1829.  It  was  named  from  the  St.  Joseph  river,  which 
runs  through  the  county.  The  river  was  named  St.  Joseph  by  the  earliest  French 
Catholic  explorers  after  Saint  Joseph,  the  husband  of  the  Virgin  Mary.  The  county 
seat  is  at  Centreville.  Acres  in  county,  321,450.  Population  in  1840,  7,068;  1850, 
12,717;  1860,  21,111  ; 1870,  26,274;  1880,  26,626;  1890,  25,356;  1894,  25,087.  Votes  cast 
at  spring  election  of  1899,  5,895.  Presidential  vote  in  1896,  McKinley  3,184,  Bryan 
3,968. 


SALT  AND  SODA  ASH 

Michigan  easily  stands  first  among  all  the  states  in  the  production  of  salt.  Practically 
almost  all  of  the  lower  peninsula  covers  a bed  of  rock  salt.  The  salt  is  found  at  varying 
depths  of  from  800  to  2,200  feet,  and  in  Wayne  county  the  deposit  reaches  the  amazing 
thickness  of  600  feet. 

* Near  Detroit  these  brine  deposits  have  reached  their  greatest  development  in  the 
production  of  soda  ash  and  other  by-products.  This  locality  is  evidently  destined  to  be 
the  greatest  center  in  the  world  for  these  articles. 

The  total  number  of  barrels  of  salt  produced  in  the  State  in  1900  was  4,820,865. 

If  all  these  barrels  of  salt  were  set  upon  end,  one  barrel  touching  another,  it  would; 
make  an  unbroken  line  of  over  1,500  miles  in  length. 

Since  1860  the  State  has  produced  91,413,483  barrels  of  salt. 


VAN  BUREN  COUNTY 

Was  created  in  1829  and  organized  in  1837.  It  was  named  after  Martin  Van  Buren,. 
President  of  the  United  States.  The  county  seat  is  at  Paw  Paw.  Acres  in  county,  391,- 
289.  Population  in  1840,  1,910;  1850,  5,804;  1860,  15,230;  1870,  28,735;  1880,  30.807; 
1890,  30,761;  1894,  31,059;  1900,  33,274.  Votes  cast  at  spring  election  of  1899,  6,801. 
Presidential  vote  in  1900,  McKinley  4,890,  Bryan  3,235. 


WASHTENAW  COUNTY 

Was  created  in  1822  and  organized  in  1826.  The  name  was  derived  from  the  Indian 
word  Washten-ong,  their  name  for  the  Grand  river,  which  has  its  rise  in  the  southern-, 
part  of  the  county.  The  county  seat  is  at  Ann  Arbor.  Acres  in  county,  455,138.  Popu- 
lation in  1840,  23,571:  1850,  28,569:  1860,  35,747;  1870,  41,442;  1880,  41,848;  1890,, 
42,210;  1894,  43,509;  1900,  47,761.  Votes  cast  at  spring  election  of  1899,  9,249.  Presi- 
dential vote  in  1900,  McKinley  5,378,  Bryan  5,072. 


WATER. 

Michigan  can  more  properly  than  any  other  be  called  the  “Water  State.”  It  is  almost 
surrounded  by  great  bodies  of  fresh  water ; its  interior  is  watered  by  tens  of  thousands 
of  large  rivers  and  beautiful  streams,  and  other  thousands  of  sparkling  lakes.  All  of 
these  waters  are  surpassingly  clear  and  the  region  is  absolutely  unrivalled  in  the 
abundance  and  purity  of  its  water  supply.  There  are  living  springs  in  almost  every 
county.  One  at  Northville,  Wayne  county,  discharges  375  gallons  per  minute.  Artesian 
wells  from  100  to  400  feet  deep  are  numerous  and  afford  a plentiful  supply  of  water.. 
In  some  instances  the  water  rises  to  a height  of  50  feet. 


APPENDIX 


131 


Mineral  wells  are  found  in  many  parts  of  the  lower  peninsula,  those  at  Alma,  Bay 
Port,  St.  Clair,  Spring  Lake,  Midland,  Mt.  Clemens,  Hudson,  and  Ypsilanti  being  espe- 
cially noted.  (See  Health  Resorts.) 

A State  law  provides  for  the  free  analysis  at  the  State  University  of  the  water  sup- 
plied in  any  locality. 


WAYNE  COUNTY 

Was  created  and  organized  in  1796.  Its  present  limits  were  defined  in  1826.  It  was 
named  after  Gen.  Anthony  Wayne,  of  the  United  States  army,  to  whom  this  region  was 
vielded  by  the  English.  The  county  seat  is  Detroit.  Acres  in  county,  381,005.  Popula- 
tion in  1840,  24,173;  1850,  42,765;  1860,  75,284;  1870,  119,054;  1880,  166,426;  1890, 
257,114;  1894,  292,461;  1900,  348,793.  Votes  cast  at  spring  election  of  1899,  40,908. 
Presidential  vote  in  1900,  McKinley  36,745,  Bryan  28,416. 


WEIGHT  PER  BUSHEL  OF  DIFFERENT  PRODUCTS. 

The  weight  per  bushel  of  certain  products  as  prescribed  by  State  law  is  as  follows : 


Wheat,  beans,  cloverseed,  potatoes,  peas 60  lbs. 

Rye,  shelled  corn,  flaxseed,  sweet  potatoes,  Michigan  salt 56  lbs. 

Corn  on  cob,  stone  lime 70  lbs. 

Cornmeal,  millet  or  Hungarian  grass  seed 50  lbs. 

Oats  32  lbs. 

Buckwheat,  barley,  apples 48  lbs. 

Timothy  seed  45  lbs. 

Hemp  seed  44  lbs. 

Blue  grass  seed,  red  top  seed,  orchard  grass  seed 14  lbs. 

Dried  apples 22  lbs. 

Dried  peaches,  dried  plums 28  lbs. 

Onions 54  lbs. 

Turnips 58  lbs. 

Cranberries  40  lbs. 

Castor  beans 46  lbs. 

Mineral  coal  80  lbs. 

Osage  orange  seed 33  lbs. 


WEXFORD  COUNTY 

Was  created  under  the  name  of  Kautawaubet  in  1840,  but  the  name  was  changed  to  Wex- 
ford in  1843.  The  original  name  was  a pretended  Indian  word,  and  without  meaning. 
The  name  Wexford  is  from  a county  in  Ireland,  the  emigration  from  that  country  in 
1843  being  very  large.  The  county  was  organized  in  1869,  with  county  seat  at  Sherman, 
but  it'  is  now  at  Cadillac.  Acres  in  county,  366,058.  Population  in  1870,  780; 
1880,  6,815;  1890,  11,278;  1894,  14,047;  1900,  16,845.  Votes  cast  at  spring  election  of 
1899,  2,273.  Presidential  vote  in  1900,  McKinley  2,520,  Bryan  1,019. 


132 


STATE  MANUAL  AND  COURSE  OF  STUDY 


BUSY  WORK. 

All  busy  work  should  be  correlated  with  daily  lessons  of  pupil.  Give  such  exer- 
cises as  call  for  form,  counting,  selection  of  colors,  and  accurate  statement.  Do  not, 
however,  expect  pupils  to  do  nothing  but  busy  work.  Make  it  the  spice  and  not  the 
steady  diet.  Children  demand  variety,  and  the  teacher  should  study  up  new  phases 
of  work  and  thus  save  pupils  from  ennui. 

Suggestions : — 

1.  Material. — Toothpicks.  Use. — Draw  figures  of  squares,  triangles,  oblongs,  houses, 

boxes,  etc.,  and  have  the  pupils  form  the  same  with  toothpicks. 

2.  Material. — Colored  shoe  pegs,  colored  corn,  split  peas.  Use. — Much  the  same 

as  the  toothpicks.  Teach  also  colors.  Make  the  new  word  of  reading  lesson  in 
large  script,  and  let  pupils  form  the  word  by  laying  the  split  peas  or  corn 
upon  the  lines. 

3.  Material. — Tissue  paper  of  different  colors  cut  into  squares,  triangles,  circles, 

etc.  Use. — Pupils  form  designs  by  pasting  these  together. 

4.  Material — Tissue  paper,  ordinary  writing  paper  or  cardboard.  Use. — Fold  and 

cut  designs,  or  make  into  boxes,  tents,  houses,  etc. 

5.  Material. — Tissue  paper.  Use. — Cut  into  inch  strips  about  four  inches  long  and 

paste  into  links  for  chain-making. 

6.  Material. — Weaving-mats,  weaving-needle,  and  zephyr.  Use. — Pupils  make  designs 

placed  upon  the  board  by  teacher. 

7.  Material. — Stiff  paper  and  coarse  needles  stuck  into  small  corks.  Use. — Pupils 

‘“prick”  new  words,  following  lines  made  upon  the  paper  by  teacher;  also 
leaves  and  geometric  forms. 


MORALS  AND  MANNERS. 

The  Golden  Rule  is  the  basis  of  all  good  manDers. 

“Manners  are  something  with  every  one  and  everything  with  some.” 

Since  an  educated  rascal  is  a much  worse  enemy  to  society  than  an  ignorant  one, 
education  without  morality  is  a curse.  All  teaching  should  therefore  possess  the 
vital  elements  of  morality;  not  that  every  lesson  or  day’s  work  should  have  a moral 
tacked  upon  it,  but  back  of  the  teacher’s  every  look,  word,  and  act  there  should  be 
purity  and  honesty.  Character  in  the  teacher  will  develop  character  in  the  pupil. 

Closely  allied  to  good  morals  is  good  manners.  Indeed,  good  manners  should  be 
the  outgrowth  of  good-will,  and  no  person  truly  possesses  them  whose  acts  do  not 
spring  from  a kindly  heart.  Conversely,  good  manners  properly  taught  the  child,  react 
upon  his  heart  and  produce  a genuine  desire  to  give  others  no  discomfort. 


SUGGESTIVE  OUTLINES. 


At  School: — 

Entering  and  leaving  room. 
Talking  about  oneself. 
Laughter  at  others. 

Treatment  of  strangers. 
Treatment  of  other’s  property. 
Use  of  school  property. 


APPENDIX 


133 


At  Home:— 

Treatment  of  parents. 

Treatment  of  brothers  and  sisters. 

Treatment  of  servants. 

Treatment  of  company. 

At  tlie  Table: — 

Promptness  when  meals  are  announced. 

Waiting  one’s  turn. 

When  to  begin  to  eat. 

How  to  eat. 

Use  of  napkin,  knife,  fork,  and  spoon. 

How  to  ask  for  food. 

Criticism  of  food. 

Conversation — unpleasant  sub j ects. 

Leaving  table. 

Use  of  toothpick. 

Observing  well-bred  people. 

At  Another’s  Home:— 

How  to  enter;  how  to  leave. 

Removal  of  wraps. 

Introductions — distinct  enunciation  of  names. 
Staring,  whispering,  laughing,  etc. 

Sitting  still. 

Attention — in  conversation,  to  reading,  to  music. 
Contradicting. 

Making  oneself  agreeable. 

At  Church:— 

Punctuality. 

Entering. 

Courtesy — to  ladies,  to  strangers. 

Whispering,  laughing,  etc. 

Attention  to  the  service. 

Notice  of  those  coming  in. 

Joining  in  the  general  forms  of  worship. 

At  Entertainments:— 

Punctuality. 

Taking  seats. 

Gazing  about. 

Talking. 

Interfering  with  others. 

Leaving. 

At  the  Store: — 

Inquiry  for  articles. 

Finding  fault  with  articles  and  handling  of  goods. 
Courtesy  to  clerks. 

On  the  Street: — 

Noisy  and  boisterous  conduct. 

Accosting  people  across  the  street. 

Obstructing  the  sidewalk. 

Meeting  people — turn  to  right. 

Passing  people — turn  to  left. 

Eating  on  the  street. 

Throwing  things  upon  the  sidewalk. 

Looking  into  windows  of  houses. 

Gentleman  walking  with  lady — upon  her  left. 
Salutations. 


134 


STATE  MANUAL  AND  COURSE  OF  STUDY 


Traveling:— 

Buying  ticket — take  turn. 

Occupying  seats  in  cars. 

Leaving  seats  temporarily. 

Taking  seat  with  another. 

Courtesy  towards  officials  and  passengers. 

Courtesy  to  ladies. 

The  above  outlines  are  suggested  by  “Lessons  on  Manners,”  published  by  Lee  & 
Shepard,  Boston — price,  35  cents,  postpaid.  These  outlines  may  be  supplemented 
by  others  as  occasion  seems  to  demand;  but  when  an  attempt  is  made  to  teach  this 
subject,  let  it  be  systematically  done  and  not  simply  to  fill  some  idle  moments. 
Furthermore,  strive  to  have  courteous  acts  spring  from  the  desire  to  be  kind  rather 
than  for  the  sake  of  appearance. 


CALISTHENICS. 

Believing  that  every  teacher  should  have  a systematic  variety  of  physical  exer- 
cises, a few  suggestive  ones  are  here  given  to  which  the  ingenious  teacher  can 
readily  add  others.  These  are  not  to  be  used  once  or  twice,  but  each  division,  in 
connection  with  some  other  school  exercise,  should  be  used  for  one  or  two  weeks. 
Insist  upon  instant  obedience  to  every  command  and  accuracy  in  every  movement. 
This  is  imperative  if  the  exercises  are  a success.  As  a rule  the  teacher,  but  not  the  pupil, 
should  count  for  these  exercises. 

Teach  the  following:  How  to  sit,  how  to  rise,  how  to  stand,  how  to  walk,  how  to 

breathe. 

Breathing  Exercises: — 

Body  erect — inhale  through  the  nose,  exhale  through  the  mouth. 

Exhale  with  a sigh. 

Exhale  forcibly. 

Inhale  during  eight  counts,  exhale  during  twelve. 

Inhale  a full  breath  and  count  in  a whisper,  first  twenty,  then  thirty,  increasing 
the  count  daily  until  pupils  readily  count  fifty.  These  should  be  practiced  daily. 

Development  Exercises: — 

Head — (a)  Bend  to  right,  (b)  to  left,  (c)  to  front,  (d)  backward,  (e)  rotate. 
Fingers — Stretch  fingers  with  arms  (a)  at  side,  (b)  horizontal  side,  (c)  above  head, 
(d)  front  parallel,  fingers  wide  apart.  (Teacher  count  1,  2,  3,  4.) 

Arms — Stretch  arms  in  the  same  positions  as  above,  first  singly,  then  both  together. 
Shoulders — (a)  Forward,  (b)  backward,  (c)  up,  (d)  down. 

Feet — Hands  on  hips ; (a)  raise  heels  eight  times,  (b)  raise  toes  eight  times,  (c)  heels 
and  toes  alternately,  (d)  advance  foot  slightly  and  raise  heels  eight  times. 

Relaxing  Exercises:— 

Hands — With  every  muscle  relaxed,  shake  up  and  down,  (a)  right  hand,  (b)  left 
hand,  (c)  both  hands,  (d)  circle  hands  outward  from  wrist  (first  right,  then  left,  then 
both  hands),  (e)  circle  hands  inward  from  the  wrist  (first  right,  etc.). 

Foot  Exercise: — 

Hands  on  hips;  (a)  swing  right  foot  forward,  touching  floor  lightly  with  toes,  knee 
straight,  (b)  swing  backward,  touching  toes  only,  (c)  forward  and  backward. 

Listening — With  right  foot  slightly  advanced,  knee  bent,  right  hand  to  ear,  head 
bent  slightly  to  left,  count  1,  2,  3,  4. 

Looking — Same  foot-position  as  in  above,  eyes  shaded  with  right  hand,  look  in- 
tently, count  1,  2,  3,  4. 


APPENDIX 


135 


Swinging  Exercises: — 

Arm  ( right,  left,  alternate,  both ) : — 

1.  Sideways  to  shoulder  level. 

2.  Front  to  shoulder  level. 

3.  Back  to  nearly  shoulder  level. 

4.  Pendulum,  back  and  forth  from  shoulder. 

5.  To  front,  shoulder  level,  back  horizontally. 

0.  Out  at  side,  vertically  overhead,  elbow  rigid. 

7.  To  front,  vertical  position  overhead,  elbow  rigid. 

8.  From  shoulder,  elbow  rigid,  describing  circle;  1,  front;  2,  rear;  3,  alternate. 

Leg  (right,  left,  alternate)  : — 

1.  Forward,  knee  rigid,  not  quite  45°. 

2.  Backward,  knee  rigid,  not  quite  45°. 

3.  Out  at  side,  same. 

4.  Pendulum,  first  and  second  positions. 

5.  Foot  across  to  opposite  side,  toes  touching  floor  in  front  of  opposite  foot. 

6.  Same  movement  backward. 

These  exercises  give  the  shoulder  and  hip  flexibility. 

Bending  Exercise:— 

Trunk  ( head  on  level  with  body,  knees  rigid) : — 

1.  Forward. 

2.  Back. 

3.  Right. 

4.  Left. 

5.  Diagonal. 

6.  Rotation. 

Movement  Exercises: — 

Elbow  (right,  left,  alternate,  both): — 

1.  Finger  tips  on  shoulders,  elbows  at  sides,  shoulders  level — straighten  arm  side- 

ways. 

2.  Same  position — straighten  arm  upward. 

3.  Elbow  high,  fist  near  armpit — thrust  downward. 

4.  Arm  at  side — raise  forearm  till  finger  tip  touches  shoulder.  Position. 

5.  Elbow  raised  sideways,  shoulder  level,  finger  tips  touch  in  front  of  chest — 

straighten  elbow. 

6.  Same  position — raise  elbows. 

Knee  ( right,  left,  alternate ) : — 

1.  Raise  foot  backward  till  leg  below  knee  is  parellel  with  floor,  keeping  knees 

together. 

2.  Raise  knee  till  foot  is  level  with  opposite  knee. 

3.  Touch  floor  with  finger  tips,  knees  rigid. 

4.  Knee  rigid,  four  positions,  pendulum. 

Ankle  (up,  down,  left,  right,  alternate,  half  rotation): — 

1.  Raise  foot  from  floor,  bend  ankle. 

2.  Hop  on  ball  of  foot,  strain  on  ankle  (right,  left). 

3.  Stationary,  cross-footed  hop. 

Strength: — 

All  exercises  tend  in  this  direction,  as  good  health  means  strength. 

1.  Four  positions  of  arm — imaginary  rope  pulling. 

2.  (a)  Arms  to  front,  shoulder  level,  hands  apart  width  of  shoulders,  palms  back, 

push  back  horizontally  in  imaginary  swimming  movement. 

(b)  Same  position,  palms  forward,  as  if  gathering  into  the  arms  and  crushing  air 
out  of  an  imaginary  large  rubber  ball. 


136 


STATE  MANUAL  AND  COURSE  OF  STUDY 


A FEW  INTERESTING  FACTS. 

Oberlin  College,  Ohio,  was  the  first  college  in  the  United  States  to  admit  women. 
The  largest  park  in  the  United  States  is  Fairmount  at  Philadelphia,  containing 
2,740  acres. 

July  4,  1776,  was  on  Thursday. 

Postage  stamps  are  counted  eleven  times  during  the  process  of  manufacture. 

It  would  take  9,512  years  to  count  a trillion. 

It  costs  $4,750  to  fire  one  of  Krupp’s  130-ton  steel  guns.  Cost  of  gun,  $95,000;  range, 
15  miles;  weight  of  projectile,  2,600  lbs.  They  cannot  be  fired  more  than  sixty  times. 

The  total  number  of  deaths  in  Andersonville  prison  was  12,462,  about  one-third  of 
which  took  place  in  the  stockade  and  two-thirds  in  the  hospital.  The  greatest  num- 
ber imprisoned  at  any  one  time  was  33,006.  Number  of  escapes,  328. 

Mackinac  Island  Reservation  has  been  given  to  our  State  by  Congress  for  a State 
military  site. 

The  most  powerful  light  in  the  world  is  located  on  Fire  Island,  near  New  York 
city.  It  throws  light  100  miles. 

DATES  OF  FIRST  OCCURRENCES. 

The  first  watches  were  made  at  Nuremberg  in  1477. 

Telescopes  were  invented  in  1590. 

The  first  printing  press  in  the  United  States  was  introduced  in  1629. 

The  first  society  for  the  promotion  of  Christian  knowledge  was  organized  in  1698. 

The  first  balloon  ascent  was  made  in  1783. 

The  first  steamboat  plied  the  Hudson  in  1807. 

The  first  temperance  society  in  this  country  was  organized  in  Saratoga  county,  N.  Y., 
in  March,  1808. 

The  first  use  of  a locomotive  in  this  country  was  in  1820. 

Kerosene  was  first  used  for  lighting  purposes  in  1826. 

The  first  lucifer  match  was  made  in  1829. 

The  first  iron  steamship  was  built  in  1830. 

The  first  steel  pen  was  made  in  1830. 

Omnibuses  were  introduced  in  New  York  in  1830. 

The  first  telegraphic  instrument  was  successfully  operated  by  S.  F.  B.  Morse,  the 
inventor,  in  1835,  though  its  utility  was  not  demonstrated  to  the  world  until  1842. 
Ships  were  first  “copper-bottomed'’  in  1837. 

Envelopes  were  first  used  in  1839. 

Anaesthetics  were  first  used  in  1844. 

The  first  complete  sewing-machine  was  patented  by  Elias  Howe,  Jr.,  in  1846. 

Gold  was  first  discovered  in  California  in  1848. 


OPENING  EXERCISES. 

These  should  be  brief,  pleasing,  and  have  the  elements  of  moral  training;  but  a 
teacher  should  refrain  from  preaching  morals.  Variety  here,  as  elsewhere,  is  “spice.” 
We  suggest  the  following: 

1.  Roll-call  by  number,  each  pupil  responding  one  morning  each  week  with  some 
memory  gem  or  important  event. 

2.  Singing.  (If  teacher  cannot  sing,  let  some  pupil  lead.) 

3.  Recitation  or  reading  by  some  pupil. 

Or  the  following  may  succeed  roll-call: 

Monday:  Music — Bible  readings.  (If  there  is  objection,  do  not  attempt  to  force 

the  matter.) 

Tuesday:  Memory  gems. 

Wednesday:  Music — recitations  or  Bible  readings. 

Thursday : Music — current  events. 

Friday:  Music — (a)  most' interesting  things  learned  during  week;  (b)  things  not 

understood.  Let  pupils  discuss  these  freely,  teacher  making  notes  for  further  review 
of  things  least  understood. 


APPENDIX 


137 


MEMORY  GEMS. 

BOOKS. 

1.  Laws  die,  books  never. — Lytton. 

2.  Books  are  embalmed  minds. — Bovee. 

3.  Books — Lighthouses  built  on  the  sea  of  time. — Whipple. 

4.  There  is  no  past  so  long  as  books  live. — Lytton. 

5.  Hark,  the  world  so  loud  and  they,  the  movers  of  the  world,  so  still. — Lytton. 

6.  A taste  for  books  is  the  pleasure  and  glory  of  my  life.  I would  not  exchange 

it  for  the  glory  of  the  Indies. — Gibbon. 

7.  Yes,  there  is  a choice  in  books  as  in  friends;  and  the  mind  sinks  or  rises  to  the 

level  of  its  habitual  society — for  they,  too,  insensibly  give  away  their  own 
nature  to  the  mind  that  converses  with  them. — Holmes. 

8.  No  book  can  be  so  good  as  to  be  profitable  when  negligently  read. — Seneca. 

9.  Books  should  to  one  of  these  four  ends  conduce, 

For  wisdom,  piety,  delight,  or  use. 

— Denham. 

10.  That  is  a good  book  that  is  opened  with  expectation  and  closed  with  profit. 

— Aleott. 

11.  Books  are  the  best  things,  well  used;  abused,  among  the  worst. — Emerson. 

12.  If  time  is  precious,  no  book  that  will  not  improve  by  repeated  readings  deserves 

to  be  read  at  all. — Carlyle. 

13.  Some  books  are  to  be  tasted,  others  to  be  swallowed,  and  some  few  to  be  chewed 

and  digested. — Bacon. 

14.  God  be  thanked  for  books.  They  are  the  voices  of  the  distant  and  the  dead  and 

make  us  heirs  of  the  spiritual  life  of  past  ages. — Channing. 


education. 

1.  Ignorance  never  settles  questions. — Disraeli. 

2.  A learned  man  is  a tank;  a wise  man  is  a spring. — W.  R.  Alger. 

3.  Education  makes  one  an  articulate  member  of  the  higher  whole. — Dr.  Wm.  T. 

Harris. 

4.  I have  a firm  belief  that  the  rock  of  our  safety  as  a nation  lies  in  the  proper 

education  of  our  population. — Benjamin  Harrison. 

5.  Every  man  must  educate  himself.  His  books  and  teacher  are  but  helps;  the 

work  is  his. — Webster. 

6.  If  a man  empties  his  purse  into  his  head,  no  man  can  take  it  away  from  him. — 

Franklin. 

7.  Education  is  the  only  interest  worthy  the  deep  controlling  anxiety  of  the  thought- 

ful man. — Wendell  Phillips. 

8.  Those  who  think  must  govern  those  who  toil. — Goldsmith. 

9.  Learning  by  study  must  be  won, 

’Twas  ne’er  entailed  from  sire  to  son. 

— Gay. 

10.  Education  commences  at  the  mother’s  knee,  and  every  word  spoken  within  the 

hearing  of  little  children  tends  toward  the  formation  of  character. — Ballou. 

11.  Education  is  to  know  for  the  sake  of  living,  not  to  live  for  the  sake  of  knowing. 

— Kate  Douglass  Wiggin. 

12.  Education  begins  the  gentleman,  but  reading,  good  company,  and  reflection  must 

finish  him. — Locke. 

13.  Right  education  is  such  a preparation  of  the  individual  in  physical,  intellec- 

tual, and  moral  capacities,  as  will  enable  him  to  secure  the  highest  enjoy- 
ment from  their  use,  here  and  hereafter. — Roark. 

18 


138 


STATE  MANUAL  AND  COURSE  OF  STUDY 


HABITS. 

1.  Habit  is  ten  times  nature. — Wellington. 

2.  Habit  is  the  deepest  law  of  human  nature. — Carlyle. 

3.  We  first  make  our  habits,  then  our  habits  make  us. — Dryden. 

4.  The  habits  of  time  are  the  soul’s  dress  for  eternity. — Cheever. 

5.  Men  are  but  children  of  a larger  growth. — Dryden. 

6.  How  use  doth  breed  a habit  in  a man! — Shakespeare. 

7.  Habit  is  a cable;  we  weave  a thread  of  it  every  day  and  at  last  we  cannot  break 

it. — Horace  Mann. 

8.  Ill  habits  gather  by  unseen  degrees; 

As  brooks  make  rivers,  rivers  run  to  seas. 

— Dryden. 

9.  The  chains  of  habit  are  generally  too  small  to  be  felt  until  they  are  too  strong 

to  be  broken. — Johnson. 

10.  Bad  habits  are  as  infectious  by  example  as  the  plague  itself  by  contact. — Fielding. 

11.  Sow  an  act  and  you  reap  a habit;  sow  a habit  and  you  reap  a character;  sow  a 

character  and  you  reap  a destiny. — Boardman. 

12.  We  sleep,  but  the  loom  of  life  never  stops;  and  the  pattern  which  was  weaving 

when  the  sun  went  down  is  weaving  when  it  comes  up  tomorrow. — Beecher. 

13.  Habits,  though  in  their  commencement  like  the  filmy  line  of  the  spider,  trembling 

at  every  breeze,  may  in  the  end  prove  as  links  of  tempered  steel,  binding  a 
deathless  being  to  eternal  felicity  or  eternal  woe. — Mrs.  Sigourney. 


PERSEVERANCE. 

1.  I will  find  a way  or  make  one. — Hannibal. 

2.  God  helps  them  that  help  themselves. — Franklin. 

3.  All  that’s  great  and  good  is  done  just  by  patient  trying. — Phoebe  Cary. 

4.  Be  firm!  One  constant  element  in  luck 
Is  genuine,  solid,  old  Teutonic  pluck. 

— Holmes. 

5.  The  men  who  try  to  do  something  and  fail  are  infinitely  better  than  those  who 
try  to  do  nothing  and  succeed. — Lloyd  Jones. 

6.  We  shall  escape  the  uphill  by  never  turning  back. — Rosetti. 

7.  In  the  lexicon  of  youth  which  fate  reserves  for  a bright  manhood,  there  is  no 

such  word  as  fail! — Lytton. 

8.  Attempt  the  end  and  never  stand  to  doubt; 

Nothing’s  so  hard  but  search  will  find  it  out. 

— Herrick. 

9.  Heaven  is  not  gained  at  a single  bound, 

But  we  build  the  ladder  by  which  we  rise, 

From  the  lowly  earth  to  the  vaulted  skies, 

And  we  mount  to  its  summit  round  by  round. 

— Holland. 

10.  The  heights  by  great  men  reached  and  kept 
Were  not  attained  by  sudden  flight ; 

But  they,  while  their  companions  slept, 

Were  toiling  upward  in  the  night. 

— Longfellow. 

11.  We  rise  by  things  that  are  under  our  feet, 

By  what  we  have  mastered  of  good  or  gain, 

By  the  hopes  despoiled  and  the  passions  slain 
And  the  conquered  ills  that  we  daily  meet. 

— Longfellow. 


APPENDIX 


139 


KINDNESS. 


1.  Kindness  has  resistless  charms. — Rochester. 

2.  With  malice  toward  none,  with  charity  for  all. — Lincoln. 

3.  It  is  true  that  he  who  does  nothing  for  others,  does  nothing  for  himself. 

4.  Kind  hearts  are  more  than  coronets,  and  simple  faith  than  Norman  blood. 

— Tennyson. 

5.  How  far  that  little  candle  throws  its  beams, — 

So  shines  a good  deed  in  a naughty  world. 

— Shakespeare. 

6.  Kindness — a language  which  the  dumb  can  speak  and  the  deaf  can  understand. 

— Bovee. 


7.  That  best  portion  of  a good  man’s  life, 

His  little  nameless,  unremembered  acts  of  kindness  and  of  love. 

— Wordsworth. 

8.  Count  that  day  lost  whose  low  descending  sun, 

Views  from  thy  hand  no  worthy  action  done. 

— Anon. 

9.  There’s  nothing  so  kingly  as  kindness, 

And  nothing  so  royal  as  truth. 

— Anon. 


10.  Be  good,  my  child,  and  let  who  will  be  clever ; 

Do  noble  deeds,  not  dream  them,  all  day  long; 

And  so  make  life,  death,  and  that  vast  forever, 

One  grand,  sweet  song. 

— Kingsley. 

11.  In  simple  manners  all  the  secret  lies, 

Be  kind  and  virtuous,  you’ll  be  blest  and  wise. 

— Young. 

12.  Life  is  not  so  short  but  that  there’s  always  time  enough  for  courtesy. — Emerson. 

13.  Oh,  there  are  looks  and  tones  that  dart 
An  instant  sunshine  through  the  heart ; 

As  if  the  soul  that  minute  caught 

Some  treasure  it  through  life  had  sought. 

— Moore. 


HONESTY. 

1.  Boys,  keep  your  record  clean. — John  B.  Gough. 

2.  An  honest  man’s  the  noblest  work  of  God. — Pope. 

3.  Dare  to  be  true;  nothing  can  need  a lie. — Herbert. 

4.  Falsehood  is  cowardice;  truth  is  courage. — Ballou. 

5.  Truth  is  truth  whether  the  individual  man  believes  it  or  not. — Moody. 

6.  The  first  and  worst  of  all  frauds  is  to  cheat  oneself. — Bailey. 

7.  Nothing  is  at  last  sacred  but  the  integrity  of  our  own  minds. — Emerson. 

8.  You  measure  every  man’s  honesty  by  your  own. — Anon. 

9.  The  honest  man,  though  e’er  sae  poor, 

Is  king  of  men  for  a’  that. 

— Burns. 

10.  There  is  only  one  failure  in  life  possible,  and  that  is  not  to  be  true  to  the  best 

one  knows. — Farrar. 

11.  Oh,  what  a tangled  web  we  weave  when  first  we  practice  to  deceive! — Scott. 

12.  This  above  all, — to  thine  own  self  be  true; 

And  it  shall  follow  as  the  night  the  day, 

Thou  canst  not  then  be  false  to  any  man. 

— Shakespeare. 

13.  Truth  crushed  to  earth  shall  rise  again; 

Th’  eternal  years  of  God  are  hers ; 

But  error,  wounded,  writhes  in  pain 
And  dies  among  his  worshipers. 

— Bryant. 


140 


STATE  MANUAL  AND  COURSE  OF  STUDY 


BRAVERY. 

1.  ’Tis  more  brave  to  live  than  to  die. — Meredith. 

2.  None  but  the  brave  deserve  the  fair. — Dryden. 

3.  A brave  soul  is  a thing  which  all  things  serve. — Alex.  Smith. 

4.  A man  of  courage  is  also  full  of  faith. — Cicero. 

5.  There  is  one  thing  of  which  I am  afraid,  and  that  is  fear. — Montaigne. 

6.  Cowards  die  many  times  before  their  death; 

The  valiant  never  taste  of  death  but  once. 

— S hakespeare. 

7.  Fear  makes  men  look  aside  and  so  their  footing  miss. — Dryden. 

8.  The  brave  man  seeks  not  popular  applause. — Dryden. 

9.  He  is  not  worthy  of  the  honeycomb  that  shuns  the  hive  because  the  bees  have 

stings. — Shakespeare. 

10.  True  bravery  is  shown  by  performing  without  witness  what  one  might  be  capable 

of  doing  before  all  the  world. — La  Roehefocauld. 

11.  Courage — an  independent  spark  from  Heaven’s  bright  throne, 

By  which  the  soul  stands  raised  triumphant,  high,  alone. 

— Farquhar. 

12.  The  brave  man  is  not  he  who  feels  no  fear, 

For  that  were  stupid  and  irrational ; 

But  he  whose  noble  soul  its  fear  subdues, 

And  bravely  dares  the  danger  nature  shrinks  from. 

— Joanna  Baillie. 


FRIENDSHIP. 


1. 

2. 

3. 

4. 

5. 

6. 

7. 

8. 


9. 


10. 

11. 


12. 


13. 


A true  friend  is  forever  a friend. — Geo.  MacDonald. 

A generous  friendship  no  cold  medium  knows. — Homer. 

Love  all,  trust  few,  do  wrong  to  none. — Shakespeare. 

A friend  is  a person  with  whom  I may  be  sincere. — Emerson. 

To  God,  thy  country,  and  thy  friend  be  true. — Vaughan. 

To  suspect  a friend  is  worse  than  to  be  deceived  by  him. — La  Rochefoucauld. 

A true  test  of  friendship — to  sit  or  walk  with  a friend  for  an  hour  in  perfect 
silence  without  wearying  of  one  another’s  company. — Mrs.  Mulock-Craik. 
Well-chosen  friendship,  the  most  noble 
Of  virtues,  all  our  joys  makes  double, 

And  into  halves  divides  our  troubles. 

— Sir  J.  Denham. 

Friendship  above  all  ties  does  bind  the  heart, 

And  faith  in  friendship  is  the  noblest  part. 

— Shakespeare. 

We  can  never  replace  a friend.  When  a man  is  fortunate  enough  to  have  several, 
he  finds  they  are  all  different.  No  one  has  a double  in  friendship. — Schiller. 
The  friends  thou  hast  and  their  adoption  tried, — 

Grapple  them  to  thy  side  with  hooks  of  steel. 

— Shakespeare. 

A friend  is  gold;  if  true  he’ll  never  leave  thee; 

Yet  both,  without  a touchstone,  may  deceive  thee. 

— Thos.  Randolph. 

Friendship  has  a power 

To  soothe  affliction  in  her  darkest  hour. 

— Henry  Kirke  White. 


APPENDIX 


141 


PATRIOTISM. 

1.  America  means  opportunity. — Emerson. 

2.  Liberty  and  Union,  now  and  forever,  one  and  inseparable. — Webster. 

3.  Millions  for  defense,  but  not  one  cent  for  tribute! — Pinckney. 

4.  The  patriot’s  boast, — where’er  we  roam, 

His  first,  best  country  ever  is  at  home. 

— Goldsmith. 

5.  Patriotism  is  not  only  a legitimate  sentiment,  but  a duty. — King. 

6.  We  join  ourselves  to  no  party  that  does  not  carry  the  flag  and  keep  step  to  the 

music  of  the  Union. — Choate. 


( Concord.) 

7.  By  the  rude  bridge  that  arched  the  flood, 

Their  flag  to  April’s  breeze  unfurled, 

Here  once  the  embattled  farmers  stood 
And  fired  the  shot  heard  round  the  world. 

— Emerson. 

8.  Up  with  our  banner  bright, 

Sprinkled  with  starry  light, 

Spread  its  fair  emblems  from  mountain  to  shore, 

While  through  the  sounding  sky 
Loud  rings  the  nation’s  cry, — 

Union  and  Liberty!  One  evermore! 

— Holmes. 

9.  Breathes  there  a man  with  soul  so  dead 
Who  never  to  himself  hath  said 

“This  is  my  own,  my  native  land?” 

— Scott. 

10.  The  stability  of  this  government  and  the  unity  of  this  nation,  depend  solely  on 

the  cordial  support  and  the  earnest  loyalty  of  the  people. — U.  S.  Grant. 

11.  I was  born  an  American,  I live  an  American,  I shall  die  an  American;  and  I 

intend  to  perform  the  duties  incumbent  upon  me  in  that  character  to  the 
end  of  my  career. — Webster. 

12.  This  nation  under  God  shall  have  a new  birth  of  freedom;  and  that  government  of 

the  people,  by  the  people,  for  the  people,  shall  not  perish  from  the  earth. 

— Lincoln. 

13.  We  cannot  honor  our  country  with  too  deep  a reverence;  we  cannot  love  her  with 

an  affection  too  pure  and  fervent  ; we  cannot  serve  her  with  an  energy  of  pur- 
pose or  a faithfulness  of  zeal  too  steadfast  and  ardent. — Anon. 


MISCELLANEOUS. 

1.  Progress — the  stride  of  God! — Victor  Hugo. 

2.  A merry  heart  doeth  good  like  a medicine. — Proverbs. 

3.  Nothing  great  was  ever  achieved  without  enthusiasm. — Emerson. 

4.  The  sober  second  thought  is  always  essential  and  seldom  wrong. — Van  Buren. 

5.  Faces  are  a record  in  sculpture  of  a thousand  anecdotes  of  whim  and  folly. 

— Emerson. 

6.  Let  us  beware  of  losing  our  enthusiasm. — Phillips  Brooks. 

7.  Bad  men  excuse  their  faults;  good  men  correct  them. — Ben  Johnson. 

8.  The  greatest  of  faults  is  to  be  conscious  of  none. — Carlyle. 

9.  It  is  the  great  woe  of  life  to  feel  all  feeling  die. — Bailey. 

10.  Discretion  of  speech  is  more  than  eloquence. — Bacon. 


142 


STATE  MANUAL  AND  COURSE  OF  STUDY 


11.  To  persevere  is  one’s  duty  and  to  be  silent  is  the  best  answer  to  calumny. 

— Washington. 

12.  Childhood  is  the  bough  where  slumbered 
Birds  and  blossoms  many  numbered, — 

Age  that  bough  with  snow  encumbered. 

— Longfellow. 

13.  If  you  would  live  with  ease, 

Do  what  you  ought,  not  what  you  please. 

— Franklin. 

14.  If  you  wish  a thing  done,  go;  if  not,  send. — Franklin. 

15.  It  is  hard  to  be  wise  on  an  empty  stomach. — George  Eliot. 

16.  No  wise  man  ever  wished  to  be  younger. — Swift. 

17.  The  groves  were  God’s  first  temples. — Bryant. 

18.  Every  man  stamps  his  value  upon  himself. — Schiller. 

19.  Facts  always  yield  the  place  of  honor  in  conversation  to  thoughts  about  facts. 

— Holmes. 

20.  He  that  is  slow  to  anger  is  better  than  the  mighty,  and  he  that  ruleth  his  spirit 

than  he  that  taketh  a city. — Proverbs. 

21.  Plow  deep  while  sluggards  sleep, 

And  you  shall  have  corn  to  sell  and  to  keep. 

— Franklin. 

22.  God  has  put  something  noble  and  good  into  every  heart  which  his  hand  has 

created. — Mark  Twain. 

23.  Small  minds  are  captivated  by  trifles. — Ovid. 

24.  Any  nobleness  begins  at  once  to  refine  a man’s  features,  any  meanness  to  imbrute 

them. — Thoreau. 

25.  Sweet  flowers  are  slow  and  weeds  make  haste. — Shakespeare. 

26.  My  tongue  within  my  lips  I rein. 

For  who  talks  much  must  talk  in  vain. 

—Gay. 

27.  No  soul  is  desolate  so  long  as  there  is  a human  being  for  whom  it  can  feel  trust 

and  reverence. — George  Eliot. 

28.  Genius  can  never  despise  labor. — Abel  Stevens. 

29.  The  great  man  is  he  who  does  not  lose  his  child’s  heart. — Mencius. 

30.  The  setting  of  a great  hope  is  like  the  setting  of  the  sun. — Longfellow. 

31.  Our  grand  work  is  not  to  see  what  lies  dimly  at  a distance,  but  to  do  what  lies 

clearly  at  hand. — Carlyle. 

32.  We  do  not  count  a man’s  years  until  he  has  nothing  else  to  count. — Emerson. 

33.  Too  low  they  build  who  build  beneath  the  stars. — Young. 

34.  Never  leave  till  tomorrow  what  you  can  do  today. — Franklin. 

35.  Mind  unemployed  is  mind  unenjoyed. — Bovee. 

36.  Heaven  never  helps  the  man  who  will  not  act. — Sophocles. 

37.  Things  don’t  turn  up  in  the  world  unless  somebody  turns  them  up. — Garfield. 

38.  Recollect  that  trifles  make  perfection  and  perfection  is  no  trifle. — Michael  Angelo. 

39.  There  is  always  room  for  a man  of  force  and  he  makes  room  for  many. — Emerson. 

40.  There  is  no  substitute  for  thoroughgoing,  ardent,  sincere  earnestness. — Dickens. 

41.  It  is  well  to  think  well;  it  is  divine  to  act  well. — Horace  Mann. 

42.  Seize  the  present,  trust  tomorrow 
E’en  as  little  as  you  may. 

— Horace. 

43.  Lost  time  is  never  found  again ; and  what  we  call  time  enough  always  proves 

little  enough. — Franklin. 

44.  A word  fitly  spoken  is  as  apples  of  gold  in  pictures  of  silver. — Proverbs. 

45.  Never  does  a man  portray  his  own  character  more  vividly  than  in  his  manner 

of  portraying  another. — Richter. 

46.  I would  rather  be  right  than  president. — Henry  Clay. 

47.  Be  noble;  and  the  nobleness  that  lies 
In  other  men  sleeping,  but  never  dead, 

Will  rise  in  majesty  to  meet  thine  own. 

— Lowell. 

48.  No  one  was  ever  lost  on  a straight  road.— Dr.  Cuyler. 

49.  To  live  in  hearts  we  leave  behind  is  not  to  die. — Campbell. 


APPENDIX 


143 


50.  Discretion  of  speech  is  more  than  eloquence. — Bacon. 

51.  Whatever  creed  be  taught  or  land  be  trod, 

Man’s  conscience  is  the  oracle  of  God. 

— Byron. 

52.  Thought  takes  man  out  of  servitude  into  freedom. — Emerson. 

53.  Sin  has  many  tools,  but  a lie  is  the  handle  that  fits  them  all. — Holmes. 

54.  The  Emancipation  Proclamation  is  the  true  sister  of  the  Declaration  of  Inde- 
pendence.— Carl  Schurz. 

55.  It  is  the  function  of  civil  government  to  make  it  easy  to  do  right  and  difficult  to 

do  wrong. — Gladstone. 

56.  Only  he  who  lives  a life  of  his  own,  can  help  the  lives  of  other  men. — Phillips 

Brooks. 

57.  I set  a greater  value  on  the  character  of  a doer  of  good  than  any  other  kind  of 

reputation. — Franklin. 

58.  My  dear  boy,  observe  the  postage-stamp ; its  usefulness  depends  upon  its  ability  to 

stick  to  one  thing  until  it  gets  there. — Joseph  Chamberlin. 

59.  The  chief  want  in  life  is  somebody  who  shall  make  us  do  the  best  we  can. 

— Emerson 

60.  Merit  and  good  breeding  will  make  their  way  everywhere. — Lord  Chesterfield. 

61.  Faith  is  a higher  faculty  than  reason. — Bailey. 

62.  Faith  is  the  substance  of  things  hoped  for,  the  evidence  of  things  not  seen. 

— Hebrews. 

63.  My  words  fly  up,  my  thoughts  remain  below; 

Words  without  thoughts  never  to  heaven  go. 

— Shakespeare. 

64.  And  thou,  O Lord ! by  whom  are  seen 

Thy  creatures  as  they  be, 

Forgive  me  if  too  close  I lean 
My  human  heart  on  thee. 

— Whittier. 

65.  Whichever  way  the  wind  doth  blow, 

Some  heart  is  glad  to  have  it  so; 

And  blow  it  east  or  blow  it  west, 

The  wind  that  blows,  that  wind  is  best. 

— Caroline  H.  Mason. 

66.  I believe  that  in  the  long  run  the  right  side  will  be  the  strong  side. — Garfield. 

67.  After  all  the  best  thanksgiving  is  thanks  living. — Anon. 

68.  Cigarets  in  boyhood  are  about  as  useful  in  building  up  a strong  body  as  dynamite 

would  be  in  building  a house. — W.  F.  Crafts. 

69.  Genius  is  to  wit  as  the  whole  is  to  its  parts. — De  la  Bruy  ere. 

70.  Fortune  has  rarely  condescended  to  be  the  companion  of  genius. — Disraeli. 

71.  It  isn’t  the  thing  you  do,  dear, 

It’s  the  thing  you’ve  left  undone, 

That  gives  you  a bit  of  heartache, 

At  the  setting  of  the  sun. 

— Margaret  Sangster. 

72.  He  prayeth  best  who  loveth  best 

All  things  both  great  and  small; 

For  the  dear  God  who  loveth  us, 

He  made  and  loveth  all. 

—Coleridge. 

73.  I hold  it  truth  with  him  who  sings 
To  one  clear  harp  in  divers  tones, 

That  men  may  rise  on  stepping  stones 
Of  their  dead  selves  to  higher  things. 

— Tennyson. 

74.  We  live  in  deeds,  not  years;  in  thoughts,  not  breaths;  in  feelings,  not  in  figures 

on  a dial.  We  should  not  count  time  by  heart  throbs.  He  most  lives  who 
thinks  most,  feels  the  noblest,  acts  the  best. — Bailey. 


144  STATE  MANUAL  AND  COURSE  OF  STUDY 

75.  Spake  full  well  in  language  quaint  and  olden 

One  who  dwelt  beside  the  castled  Rhine, 
When  he  called  the  flowers  so  blue  and  golden, 
Stars  that  in  earth’s  firmament  do  shine. 

— Bryant. 

76.  Blessings  on  thee,  little  man, 

Barefoot  boy  with  cheek  of  tan! 

With  thy  turned-up  pantaloons, 

And  thy  merry  whistled  tunes ; 

With  thy  red  lip  redder  still; 

Kissed  by  strawberries  on  the  hill; 

With  the  sunshine  on  thy  face, 
Through  thy  torn  brim’s  jaunty  grace ; 
From  my  heart  I give  thee  joy — 

I was  once  a barefoot  boy. 

— Whittier. 


FOR  THE  LITTLE  ONES. 

In  the  main  only  classic  selections  should  be  used  as  “memory  gems,”  though  for 
the  little  ones  the  teacher  may  often  use  simpler  quotations  that  fall  within  the  com- 
prehension of  the  childish  mind,  such  as  the  following: — 

1.  Politeness  is  to  do  and  say 

The  kindest  thing  in  the  kindest  way. 

2.  Roses  of  the  cheek  will  fade; 

Beauty  pass  away; 

Loving  words  and  gentle  deeds 
Never  can  decay. 

3.  To  do  to  others  as  I would  that 

They  should  do  to  me, 

Will  make  me  honest,  kind,  and  true, 

As  children  ought  to  be. 

4.  If  a task  is  once  begun, 

Never  leave  it  till  it’s  done; 

Be  the  labor  great  or  small, 

Do  it  well  or  not  at  all. 

5.  Hearts,  like  doors,  will  ope’  with  ease, 

To  very,  very  little  keys, 

And  don’t  forget  that  they  are  these, — 

“I  thank  you,  sir,”  and  “If  you  please.” 

6.  If  you’re  told  to  do  a thing 

And  mean  to  do  it  really, 

Never  let  it  be  by  halves; 

Do  it  fully,  freely. 

7.  If  you  would  have  your  learning  stay, 

Be  patient, — don’t  learn  too  fast; 

The  man  who  travels  a mile  each  day 
Will  get  ’round  the  world  at  last. 

8.  . Do  your  best,  your  very  best, 

And  do  it  every  day — 

Little  girls  and  little  boys, 

That  is  the  wisest  way. 

9.  “I  can’t”  is  a sluggard  too  lazy  to  work, 

From  duty  he  shrinks,  every  task  he  will  shirk; 

No  bread  on  his  board  and  no  meal  in  his  bag, 

His  house  is  a ruin,  his  coat  is  a rag. 


APPENDIX 


145 


10.  Beauty  lies  within  ourselves, 

After  all,  they  say; 

And  be  sure  the  happy  heart 
Makes  the  happy  day. 

11.  Wynken  and  Blynken  are  two  little  eyes, 
And  Nod  is  a little  head, 

And  the  wooden  shoe  that  sailed  the  skies 
Is  a wee  one’s  trundle-bed. 

Where  two  ways  meet,  the  children  stand, 
A fair,  broad  road  on  either  hand, 

One  leads  to  right  and  one  to  wrong, 

So  runs  the  song. 

These  are  little  temperance  feet, 

So  you’ll  never  find  them 
Walking  to  a beer  saloon, 

Dragging  me  behind  them. 

14.  “I’ll  try,”  does  great  things  every  day. 
“I  can’t”  gets  nothing  done  : 

Be  sure,  then,  that  you  say  “I’ll  try,” 

And  let  “I  can’t”  alone. 

15.  Kind  hearts  are  the  gardens, 

Kind  thoughts  are  the  roots, 

Kind  words  are  the  blossoms, 

Kind  deeds  are  the  fruits. 


12. 


13. 


LIBRARY  LIST. 

Since  the  preparation  of  our  former  library  list,  not  only  have  many  new  books  been 
published,  but  many  districts  have  gained  the  nucleus  of  a good  library  and  are  now 
ready  to  add  other  and  even  better  volumes  to  the  list. 

We  are  glad  to  note  that  a sentiment  in  favor  of  district  libraries  is  abroad  in  the 
land;  and  with  the  increasing  prosperity  evidenced  on  every  hand,  by  the  close  of 
another  year  we  hope  to  see  a good  working  school  library  in  the  majority  of  our 
rural  schools.  We  therefore  now  publish  a much  more  extended  list,  containing  all 
the  best  of  those  formerly  given  and  many  others  equally  good  or  better.  A large 
number  are  very  finely  illustrated. 

Believing  that  experience  has  shown  that  cheap  bindings  are  poor  economy,  most  of 
the  prices  quoted  are  for  cloth  bindings,  and  many  of  the  books  can  be  procured  in 
boards  from  ten  to  twenty  cents  less.  As  the  prices  all  include  postage,  the  books  may 
be  bought  at  the  same  rate  either  at  local  book  stores  or  through  publishers  direct.  In 
ordering  this  list  should  always  be  mentioned.  These  prices  are  for  single  copies,  and  if 
several  books  are  included  in  one  order,  from  ten  to  twenty-five  per  cent  additional  dis- 
count can  be  given.  It  will  be  noted  that  none  of  Shakespeare’s  plays  appear  on  the 
regular  list,  but  some  fine  editions  specially  prepared  for  students  are  published  at  thirty 
cents  (cloth)  for  separate  plays  (boards  twenty  cents)  by  each  of  the  following  com- 
panies: Educational  Publishing  Co.,  American  Book  Co.,  Harper  & Bros.,  Ginn  & Co. 

Houghton,  Mifflin  & Co.  furnish  them  in  cloth  binding  only,  at  25  cents. 

The  dagger  used  in  list  indicates  that  numbers  so  marked  are  included  in  the  State 
Traveling  Libraries.  The  asterisk  shows  that  the  prices  of  these  numbers  is  given 
for  the  Riverside  Literature  Series;  they  can  also  be  procured  for  ten  cents  addi- 
tional in  the  uniform  binding  (red  cloth  and  full  leather  back)  of  the  Riverside 
School  Library,  which  includes  fifty  literary  classics  selected  by  various  leading 
educators  from  a list  of  500  submitted  to  them  for  examination.  The  whole  fifty  can 
be  procured  for  $24.82,  making1  a fine  addition  to  any  library. 

19 


146 


STATE  MANUAL  AND  COURSE  OF  STUDY 


SUPPLEMENTARY  READING. 

Under  this  head  in  the  various  grades  we  give  some  hints  regarding  the  kind  of 
reading  to  be  selected.  Teachers  can  so  easily  supply  themselves  with  catalogs  giving 
information  that  we  will  content  ourselves  with  mention  of  a few  series  which  seem  to 
us  specially  adapted  to  this  purpose. 

“Stepping  Stones  to  Literature published  by  Silver,  Burdett  & Co.,  is  a series  of 
beautiful  readers,  the  material  of  which  is  selected  and  arranged  by  two  such  skilful 
people  as  Sarah  L.  Arnold,  supervisor  of  the  Boston  schools,  and  Charles  B.  Gilbert, 
superintendent  of  schools,  Newark,  N.  J.  Its  scope  covers  eight  grades,  the  first  four 
of  the  series  selling  for  32  cents,  40  cents,  50  cents,  and  60  cents  respectively.  The 
other  four  volumes  are  yet  in  press. 

“The  World  and  Its  People also  by  Silver,  Burdett  & Co.,  is  a series  of  geograph- 
ical readers  edited  by  Larkin  Dunton,  head  master  of  Boston  Normal  School,  which 
is  being  extensively  introduced  for  supplementary  reading.  It  comprises  eight  books 
with  titles  and  prices  as  follows: — 

First  book — First  Lessons,  36  cents. 

Second  book — Glimpses  of  the  World,  36  cents. 

Third  book — Our  Own  Country,  50  cents. 

Fourth  book — Our  American  Neighbors,  60  cents. 

Fifth  book — Modern  Europe,  60  cents. 

Sixth  book — Life  in  Asia,  60  cents. 

Seventh  book — Views  in  Africa,  60  cents. 

Eighth  book — Islands  of  the  Sea,  60  cents. 

“The  Picturesque  Geographical  Readers by  Charles  F.  King,  author  of  “Methods 
and  Aids  in  Geography,”  is  another  finely  graded  series  published  by  Lee  & Shepard, 
and  includes  five  books: — 

First  book — Home  and  School,  50  cents. 

Second  book — This  Continent  of  Ours,  72  cents. 

Third  book — The  Land  We  Live  In  (Part  I.),  56  cents. 

Fourth  book — The  Land  We  Live  in  (Part  II.),  56  cents. 

Fifth  book — Rocky  Mountains  and  Pacific  Slope,  56  cents. 

The  “Five- cent  Classics ” issued  by  the  same  company  and  sent  postpaid  at  60  cents 
a dozen,  include  much  good  literature. 

The  “Standard  Literature  Series ” by  the  University  Publishing  Co.,  is  well  arranged 
for  supplementary  use.  It  includes  many  standard  historical  and  geographical  novels 
in  neat  paper  or  cloth  binding,  costing  by  yearly  subscription  $1.40  for  twelve  numbers 
issued  monthly.  It  is  the  intention  to  have  these  novels  cover  the  entire  period  of 
English  and  American  history,  with  possibly  French  history  from  the  time  of  Louis 
XIV.  The  needs  of  elementary  classes  and  those  making  a study  of  literature  are  both 
provided  for  in  this  series. 

The  “Riverside  Literature  Series,”  of  Houghton,  Mifflin  & Co.,  single  numbers  of 
which  can  be  procured  in  paper  covers  at  15  cents,  is  an  almost  inexhaustible  source 
of  supply  for  supplementary  reading,  and  being  the  pioneer  series  for  this  purpose,  it  has 
long  been  well  and  favorably  known. 


APPENDIX 


147 


A.  B.  Co. 
A.  FI. 

A.  & Co. 
A.  L.  B. 

ADDRESS  OF  PUBLISHERS. 

American  Book  Co.,  Chicago. 

A.  Flanagan,  Chicago. 

D.  Appleton  & Co.,  Chicago. 

A.  L.  Burt,  New  York  City 

A.  S.  B.  & Co.  A.  S.  Barnes  & Co.,  New  York  City. 


B.  Co. 

C.  Co. 

C.  P.  Co. 

Cr.  & Co. 

C.  W.  B. 

C.  M.  P. 

D.  A.  W. 

D. ,  H.  & Co. 
D„  M.  & Co., 

E.  & L. 

Ed.  Co. 

E.P.  Co. 

G.  & Co. 

H. ,  M.  & Co. 
H.  & Bros. 

H.  & Co. 

Milton  Bradley  Co.,  Springfield,  Mass. 

The  Century  Co.,  New  York  City. 

Cassell  Publishing  Co.,  New  York  City. 

T.  Y.  Crowell  & Co.,  New  York  City. 

C.  W.  Bardeen,  Syracuse,  N.  Y. 

C.  M.  Parker,  Taylorville,  111. 

*D.  A.  Wright,  Lansing,  Mich.,  State  Agent  for  E.P.  Co. 
Donahue,  Henneberry  & Co.,  Chicago. 

Dodd,  Mead  & Co.,  Chicago. 

Estes  & Lauriat,  Boston. 

Editor  Publishing  Co.,  Cincinnati,  O. 

Educational  Publishing  Co.,  Chicago. 

Ginn  & Co.,  Chicago. 

Houghton,  Mifflin  & Co.,  Chicago. 

Harper  & Bros.,  Chicago. 

D.  C.  Heath  & C.,  Chicago. 

H.  R.  P.  H.  R.  Pattengill,  Lansing,  Mich. 

H.  T.  C.  & Co.  H.  T.  Coates  & Co.,  Philadelphia,  Pa. 


1.,  B.  & Co. 
J.  & Co. 

L.  Co. 

L.,  G.  & Co. 
L.,  S.  & S. 

L.  & S. 
Macm.  Co. 
McC.  & Co. 

M.  Co. 

M.  Bros. 

M.,  M.  & Co. 
P.  Sons. 
Penn  Co. 

P.  E.  Co. 

P.  S.  P.  Co. 
R.  Bros. 

R.  & M. 

5.,  B.  & Co. 

S.  Sons. 

S.  & Co. 

U.  P.  Co. 

W.  Co. 

W.  A.  Co. 

Ivison,  Blakeman  & Co.,  Chicago. 

George  W.  Jacobs  & Co.,  Philadelphia,  Pa. 

D.  Lothrop  Co.,  Boston. 

Longmans,  Green  & Co.,  New  York  City. 
Leach,  Shewell  & Sanborn,  Chicago. 

Lee  & Shepard,  Boston. 

The  Macmillan  Co.,  Chicago. 

A.  C.  McClurg  & Co.,  Chicago. 

The  Morse  Co.,  Chicago. 

Marsh  Bros.,  Lebanon,  Ohio. 

Maynard,  Merrill  & Co.,  Chicago. 

G.  P.  Putnam’s  Sons,  New  York  City. 

Penn  Publishing  Co.,  Philadelphia,  Pa. 

Prang  Educational  Co.,  Chicago. 

Public  School  Publishing  Co.,  Bloomington,  111. 
Roberts  Bros.,  Boston. 

Rand  & McNally,  Chicago. 

Silver,  Burdett  & Co.,  Chicago. 

Chas.  Scribner’s  Sons,  Chicago. 

J.  Y.  Sheehan  & Co.,  Ann  Arbor,  Mich. 
University  Publishing  Co.,  New  York  City. 

The  Werner  School  Book  Co.,  Chicago. 

Wood- Allen  Publishing  Co.,  Ann  Arbor,  Mich. 

♦(Those  who  desire  to  avoid  trouble  of  corresponding  with  the  various  companies  can 
address  D.  A.  Wright,  Lansing,  Mich.,  who  will  furnish  any  of  them  at  the  prices  quoted.) 

Lyon,  Kymer  & Palmer  Co.,  (successors  to  Eaton,  Lyon  & Co.)  Grand  Rapids,  Mich.,  will 
furnish  any  of  the  books  at  the  prices  quoted. 


No. 

1 

2 

3 

4 

5 

6 

8 

9 

10 

11 

12 

13 

14 

15 

16 

17 

IS 

19 

20 

21 

22 

23 

24 

25 

26 

27 

28 

29 

30 

31 

32 

33 

34 

35 

36 

37 

38 

39 

40 

41 

42 

43 

44 

45 

46 

47 

48 

49 

50 

51 

52 

53 

54 

55 

56 

57 

58 

59 

60 

61 

62 

63 


c. 

80 

40 

40 

40 

60 

40 

60 

25 

50 

60 

40 

60 

60 

25 

15 

00 

25 

00 

00 

00 

50 

50 

60 

50 

30 

60 

60 

50 

50 

50 

50 

50 

50 

35 

20 

50 

50 

25 

30 

50 

50 

25 

50 

50 

00 

20 

20 

36 

50 

60 

30 

37 

40 

25 

25 

25 

40 

60 

50 

40 

25 

15 

60 


STATE  MANUAL  AND  COURSE  OF  STUDY 


LIBRARY  LIST. 


Author. 


H.,  M.&  Co... 

Hawthorne . . . 
Hawthorne. . . 
Bunyan 

G.  &Co 

H.,M.&  Co... 

Richardson. . . 

44  4 4 

Lincoln 

4 4 44 

Warner 

4 4 44 

4.  44 

Holmes 

44  44 

Hughes 

44  44 

Dickens 

4 4 4 4 

44 

u u 

Brown 

4 4 4 4 

Franklin 

Webster 

Palmer 

44  44 

Burke 

4 4 4 4 

Scudder 

4 4 4 4 

44  44 

44 

E.  P.  Co ! . 

Wyss 

G.  & Co 

H.,M.  & Co... 

Defoe 

E.  P.  Co 

L.  & S 

Farrar 

E P.  Co 

Swift 

Hamlin 

4 4 4 4 

Addison 

4 4 4 4 

Pratt. 

G.  & Co 

Lamb 

H.  & Bros 

u 

E.  P.  Co 

Chapman 

G.  & Co 

Irvine: 

A.  B.  Co 

’ iU6 

44 

44  44 

Scott 

“ “ ••■0 

“ “ ... J 

4 4 4 4 

Swinton  and 
Cathcart 

Lane 

Ma.cvn . Fo 

Church 

P. Sons 

Irving 

McC.  & Co.... 

Kirkland 

S.,  B.  & Co.!!  '. 

Griswold 

Foulke 

Vedder 

e.  p.  Co... . .!! 

Keysor 

W.  Co 

Smvthe 

H.  T.  C.  & Co. 


Holmes 

Macaulay 

Longfellow.. . 

44 


44 


Whittier. 


Title. 


PROSE. 

Little  Daffyclowndilly,  etc 

Tales  of  the  White  Hills  and  Sketches 

Pilgrims  Progress*! 

Pilgrims  Progress  (for  children) 

Stories  from  Old  English  Poetry  (Riverside  Sch. 

Lib.) 

Gettysburg  Speech  and  other  papers,  with  Schurz’ 

Life  of  Lincoln 

Being  a Boy  (R.  S.  L.)t 

A Hunting  of  the  Deer  and  other  Essays 

Autocrat  of  the  Breakfast  Table*! 

Tom  Brown’s  School  Days  (R.  S.  L.)t 

Christmas  Carol  and  Cricket  on  the  Hearth! 

Twice  Told  Tales! 

Rab  and  His  Friends  (R.  S.  L.). . . 

Poor  Richard’s  Almanac 

First  Bunker  Hill  Oration  (paper) 

The  Odyssey 

Speech  on  Conciliation 

Masterpieces  of  American  Literature! 

“ “ English  Literature! 

American  Prose 

Swiss  Family  Robinson  (edited  for  children)! 

“ “ “ (Stickneyed) 

Robinson  Crusoe  (R.  S.  L.)f. 

“ “ (edited  for  children) 

Young  Folks’  Robinson  Crusoe 

Gulliver’s  Travels 

Pictures  from  English  Literature 

Selections  from  the  Spectators 

Stories  from  Shakespeare  (3  vols.) 

Tales  from  Shakespeare! 

“ “ “ (Comedies— Rolf  e) 

il  “ “ (Tragedies — Rolfe) 

Arabian  Nights 

Sketch  Book  (six  selections) 

“ “ (ten  selections) 

Tales  of  a Traveller! 

Ivanhoe! 

( Easy  Steps  for  Little  Feet 

j Golden  Book  of  Choice  Reading 

t “ British  Classics 

Stories  for  Children 

Stories  of  the  Iliad 

“ “ “ Odyssey 

Alhambra  (students’  edition)! 

Short  History  of  English  Literature  for  Young 

People! 

Home  Life  of  Great  Authors! 

Twilight  Stories 

American  Writers  of  Today 

Sketches  of  American  Authors  (2  volumes) 

Old  Time  Stories  Retold  by  Children 

Modern  Classics  (Alta  edition) 

POETRY. 

Grandmother’s  Story  and  other  Verse  and  Prose*. . 

Lays  of  Ancient  Rome! 

Evangeline  (biographical  sketch  and  notes) 

Courtship  of  Miles  Standish 

Song  of  Hiawatha  (notes  and  vocabulary) 

Three  preceding  numbers  combined  (R.  S.  L.) 

Tales  of  a Wayside  Inn* 

Leaflets 

Snow  Bound  and  other  Poems  (biographical 

sketch  and  notes) 

Tent  on  the  Beach  and  other  Poems 

Two  preceding  numbers  combined  (R.  S.  L.) 


No 

64 

65 

66 

67 

68 

69 

70 

71 

72 

73 

74 

75 

76 

77 

78 

79 

80 

81 

82 

83 

84 

85 

86 

87 

88 

89 

90 

91 

92 

93 

94 

95 

96 

97 

98 

99 

100 

101 

102 

103 

104 

105 

106 

107 

108 

109 

110 

111 

112 

113 

114 

115 

116 

117 

118 

119 

120 

121 

122 

123 

124 

125 

126 

127 

128 

129 

130 

131 

132 

133 

134 

135 


40 

40 

25 

25 

80 

53 

53 

40 

40 

25 

40 

40 

00 

40 

53 

53 

50 

50 

37 

60 

50 

75 

75 

50 

50 

40 

40 

35 

35 

80 

50 

36 

80 

30 

45 

45 

60 

50 

40 

50 

50 

50 

25 

35 

50 

50 

60 

60 

40 

60 

60 

40 

80 

80 

48 

60 

20 

20 

80 

00 

70 

80 

40 

60 

25 

25 

25 

20 

25 

25 

50 

50 


APPENDIX 


Library  List — Continued. 


Author. 


Title. 


Whittier 

Bryant  . . 
Lowell.. . 


Tennyson 

Gray " 

Burns 

Goldsmith 

Emerson 

Holmes 

Scudder 

Milton 

Scott 


Meredith 

Carrington. . . 
S.  F.  Smith.. . 
Field 


Child  Life  in  Poetry  and  Prose* 

Leaflets 

Sella,  Thanatopsis,  etc 

Vision  of  sir  Launfal  and  other  Poems  (biographical 

sketch)* 

A Fable  for  Critics 

Enoch  Arden  and  other  Poems  (Rolfe  edition) 

The  Princess  (Rolfe  edition) 

Elegy  and  Minor  Poems 

Cotter’s  Saturday  Night  and  other  Poems 

The  Deserted  Village  (biographical  sketch) 

Poems  and  Essayst 

Leaflets 

American  Poems 

Minor  Poems  and  Paradise  Lost,  Books  I— lit* 

The  Lay  of  the  Last  Minstrel  (Rolfe  edition) 

Lady  of  the  Lake  (Rolfe  edition) 

Lady  of  the  Lake 

Marmion 

Lucile  (Alta  edition) 

Beacon  Lights  of  Patriotism 

Poems  of  Home  and  Country 

Love  Songs  of  Childhoodt 

With  Trumpet  and  Drumf 


MYTH,  FAIRY  TALE,  AND  FABLE. 


Grimm 

Andersen  — 

Scudder 

Kupfer 

Thompson 

Mulock 

Guerber 

Rolfe 

Kane 

Pratt 

Baldwin 

Holbrook 

Church 

Pratt 

Stickney 

Kingsley 

Ruskin 

Lamb 

Carroll 

Pratt 


Fairy  Tales,  illustratedt 

German  Household  Tales  (R.  S.  L.) 

Fairy  Tales*t 

Fables  and  Folk  Stories* 

Stories  of  Long  Ago  (40  Greek  Myths,  illustrated). . 

Fairy  Tale  and  Fable 

Adventures  of  A Brownie 

Legends  of  the  Rhinet 

Tales  of  Chivalry 

Myths  and  Legends  of  the  Mackinacst 

Legends  of  the  Red  Children  

Fairy  Stories  and  Fable 

Old  Greek  Stories 

Around  the  World  in  Myth  and  Song 

Stories  of  the  Old  World 

iEsop’s  Fables  (large  type  edition) 

Water  Babies 

Greek  Heroes 

King  of  the  Golden  River 

Adventures  of  Ulysses 

Alice’s  Adventure  in  Wonderlandt 

Through  a Looking  Glass 

Legends  of  Norseland 

Stories  from  Old  Germany 

Myths  of  old  Greece  (Vol.  1.) 

“ “ “ “ (Vols.  II.  and  III.)... 


FICTION. 


Jewett., 

Wiggin 


Craddock 

Harris 

White 

Whitney 

Aldrich 

Phelps 

Eliot 

Hawthorne.. . 

Scott 

Eliot 

Barr 

Bouvet 

Dickens 


Tales  of  New  England  (R.  S.  L.)t 

Bird’s  Christmas  Carolt 

Timothy’s  Questt 

The  Story  Hour 

The  Story  of  Patsyt 

Polly  Oliver’s  Problem  (R.  S.  L.)t 

Down  the  Ravine 

Uncle  Remus 

When  Molly  was  Six 

Faith  Gartney’s  Girlhoodt 

Story  of  A Bad  Boy  (R.  S.  L.)t 

The  Trotty  Book 

Silas  Marner* 

House  of  the  Seven  Gablest 

“ “ “ “ “ (Alpine  edition) 

Kenilworth  (Alpine  edition) 

Romola  (Alpine  edition) 

Prisoners  of  Conscience 

“A  Child  of  Tuscany”f 

“Sweet  William”t 

Little  Nell  (From  Old  Curiosity  Shop)t 

Paul  Dombey  (From  Dombey  and  Son)f. 


No. 

136 

137 

138 

139 

140 

141 

142 

143 

144 

145 

146 

147 

148 

149 

150 

151 

152 

153 

154 

155 

156 

157 

158 

159 

160 

161 

162 

163 

164 

165 

166 

167 

168 

169 

170 

171 

172 

173 

174 

175 

176 

177 

178 

179 

180 

181 

182 

183 

184 

185 

186 

187 

188 

189 

190 

191 

192 

193 

194 

195 

196 

197 

198 

199 

200 

201 

202 

203 

204 

205 

206 

207 

208 


e. 

62 

54 

25 

48 

62 

56 

10 

10 

25 

25 

50 

50 

50 

00 

67 

67 

88 

00 

00 

70 

75 

45 

90 

75 

00 

00 

60 

37 

20 

54 

60 

50 

00 

00 

00 

00 

00 

37 

37 

37 

60 

60 

80 

00 

00 

88 

39 

30 

30 

40 

00 

35 

75 

60 

93 

60 

20 

20 

80 

37 

60 

60 

35 

50 

88 

40 

40 

40 

63 

50 

50 

00 

00 


STATE  MANUAL  AND  COURSE  OF  STUDY 


Library  List — Continued. 


Author. 


Title. 


Dickens 

Duncan 

Sewell 

Blackmore. . . 
Pemberton. . . 
Alcott 

Burnett 


Richards 

Timlow 

Trowbridge  . . 


Douglas  . 
Smith  — 
Butler. . . 
Lipmann 


David  Copperfieldt 

Story  of  Oliver  Twistt 

American  Girl  in  Londonf 

Black  Beauty 

Lorna  Doone 

Your  Little  Brother  James 

Little  Womenf 

Little  Menf v. 

Little  Lord  Fauntleroy! 

Sarah  Crew  & St.  Elizabeth,  with  other  stories 

bound  in  one  Vol.t 

Captain  Januaryt 

Mariet 

Melodyt 

Cricket 

Start  in  Life 

Kelp  Gatherers 

His  One  Fault 

Drummer  Boy 

Cudjo’s  Cave 

Larry 

Evolution  of  Dodd 

Persimmons  (Companion  to  Ev.  of  Dodd) 

Miss  Wildfire 


HISTORY. 


Barnes. 


Dickens 


Brief  History  of  Greece. 
“ “ “ France, 


“ “ Rome 

Child’s  History  of  England!, 


Hale  ••• 

Johonnot 

Gail  Hamilton 

Grote 

Yonge 


Laing. 


Towle 

Noll 

Kirkland 

White 

Clodd..’ !!!!!!’. 

Anderson 

Fiske 

Dodge 

Drake 

Butterworth.. 

Creasy 

McCarthy 

Griffis 

Brooks 

(4 

Barnes 

Harrison 

Coffin 


Abbott. 


Pratt.. 

Brown. 


Lights  of  Two  Centuries 

Ten  Great  Events  in  History 

English  Kings  in  a Nut  Shell 

Two  Great  Retreats  of  History 

Young  Folks’  History  of  Greece! 

“ “ “ “ Rome! 

“ “ “ “ France! 

“ “ “ “ Germany! 

“ “ “ “ England! 

Conquests  of  the  Seven  Hills  (Alta  edition) 

Heroes  of  the  Seven  Hills  (Alta  edition) 

Seven  Kings  of  the  Seven  Hills  (Alta  edition) 

Young  People’s  History  of  England 

“ “ “ “ Ireland 

“Short  History  of  Mexico”  t 

“ “ “ France  for  Young  People” 

“ “ “ England  “ “ “ 

Herodotus  for  Boys  and  Girls! 

Plutarch’s  Lives  for  Boys  and  Girls! 

The  Story  of  Primitive  Man! 

The  Story  of  Extinct  Civilizations! 

War  of  Independence*! 

Bird’s  Eye  View  of  Civil  War! 

Battle  of  Gettysburg! 

History  of  America! 

Fifteen  Decisive  Battles! 

History  of  Our  Own  Times 

Brave  Little  Holland  (R.  S.  L.)t 

Century  Book  of  the  American  Revolution! 

“ “ “ Famous  Americans! 

Popular  History  of  United  States 

Battles  of  the  Republic  (Alta  edition) 

Old  Times  in  the  Colonies! 

Building  the  Nation! 

Boys  of  ’76! 

Boys  of  ’61! 

Benjamin  Franklin  and  the  Struggles  of  Our  In- 
fant Nation 

Battlefields  of  ’61! 

Battlefield  and  Victory! 

Battlefields  and  Camp  Fires!  

Naval  History  of  United  States  (includes  all  three 

vols.  of  the  famous  Blue  Jacket  Series)! 

Our  Fatherland 

The  Great  West 

Beneath  Old  Roof  trees! 

Beside  Old  Hearthstones! 


APPENDIX 


151 


Library  List — Continued. 


No. 

Pub.  Co. 

Author. 

209 

L.  & S 

Watson 

210 

211 

(4  44 

French 

212 

A.  FI 

Ellis 

213 

H.,  M.  & Co.. 

Scudder 

214 

H.  T.  C & Co.. 

Bancroft 

215 

p.  Sons 

Irving 

216 

217 

McC.  & Co... . 

Putnam 

218 

P.  Sons 

Brooks 

219 

G.  & Co 

Fiske-Irving.. 

220 

44  44 

Franklin 

221 

L.  & S 

Headley 

222 

223 

U (( 

u 

224 

H.  & Bros  — 

Rolfe 

225 

44  U 

Strickland.. . . 

226 

“ U . . 

Abbott 

227 

44  44 

228 

Maxwell 

229 

H.  T.  C.  & Co. 

Bartlett 

230 

44  44  44 

Hartley 

231 

44  44  44 

Ellis 

232 

Cr.  & Co 

Bnltnn 

233 

44  44 

44 

234 

44  44 

44 

235 

44  44 

44 

236 

44  44 

44 

237 

4 4 44 

44 

238 

W.  Co 

Baldwin 

239 

240 



Burton 

241 

E.  P.  Co 

Pratt 

242 

243 

44  44 

44 

244 

44  44 

44 

245 

44  44 

4 % 

246 

44  44 

44 

247 

44  44 

44 

248 

44  44 

249 

44  44 

Lovering 

250 

U “ 

Pratt  & 

Lovering.... 

251 

44  44 

Gordon  

252 

4 4 44 

253 

“ “ ... 

Macomber 

254 

4 4 4 4 

Davis 

255 

44  44 

Brooks 

256 

M.  Co......... 

Burton 

257 

A.  & Co 

Glascock . 

258 

R.  Bros 

Hale 

259 

260 

H.,  M.  & Co.. 

Parton 

261 

E.  P.  Co 

Chase  & Clow 

262 

H.  & Bros  — 

Eggleston  — 

263 

(t.  Co 

Scott 

264 

44  44 

A ndrews 

265 

H.T.  C.  & Co. 

Brayman 

266 

L.  & S 

Blaidsdell  — 

267 

44  44 

Drake 

268 

Watson. . . 

269 

4 4 4 4 

Varney. . . . 

270 

H.,  M.&Co.. 

Coffin 

271 

“ “ J 

Hawthorne.. . 

272 

Baldwin 

273 

A.  B.  Co | 

1 

Title. 


BIOGRAPHY. 

Father  of  His  Country 

Friend  of  Washington 

Presidents  of  U.  S.  from  Washington  to  Cleveland. 

Lives  of  the  Presidents! 4 

Life  of  George  Washington..*! 

“ “ “ “ (Alta  edition) 

Life  of  Washington  (4  vols.  in  one) 

Life  of  Columbus 

Children’s  Life  of  Abraham  Lincoln 

Abraham  Lincoln! 

Washington  and  His  Country 

Autobiography 

Fighting  Phil  (Sheridan) 

Old  Salamander  (Farragut) 

Fight  It  Out  on  this  Line  (Grant) 

Shakespeare  the  Boy 

Queens  of  England 

Life  of  Alexander 

“ “ Elizabeth 

Robert  Bruce 

Life  of  Joan  of  Arc  (Alta  edition)...  . 

Empress  Josephine 

Daniel  Boone! 

Famous  American  Authors! 

“ “ Statesmen! 

“ “ Leaders  Among  Men! 

“ “ “ “ Women! 

Poor  Boys  Who  Became  Famous! 

Girls  Who  Became  Famous! 

Four  Great  Americans 

Biographical  Booklets,  specially  prepared  for 
young  readers,  (Washington,  Webster,  Clay, 
Franklin,  Lincoln) 

HISTORY  STORIES. 

The  Story  of  Our  Country 

“ “ “ Columbus 

Cortez  and  Montezuma 

Pizarro,  01  The  Conquest  of  Peru 

DeSoto,  Marquette,  and  LaSalle 

Stories  of  American  Pioneers 

“ “ Colonial  Childern 

American  History  Stories  (Vol.  I.) 

(Yols.  II.,  III.,  IY.) 

Stories  of  Old  Rome 

“ “ New  York 

“ “ Massachusetts 

Patriotism  in  Prose  and  Verse 

Stories  of  Great  Men  (illustrated) 

“ “ “ Inventors 

“ “ the  U.  S.  (large  type  edition) 

“ “ “ Red  Chiiareri  (large  type  edition) — 

Story  of  the  New  England  Indians 

Stories  of  Columbia  

“ “ Invention 

“ “ Discovery 

Captains  of  Industry  (2  vols. — R.  S.  L.)f 

Stories  of  Industry  (2  vols.) 

Strange  Stories  from  History  (French,  German, 

and  English) 

Tales  of  a Grandfather! 

Ten  Boys,  etc 

Daring  Deeds  of  American  Heroes 

“ “ “ the  Civil  War* 

Watch  Fires  of  ’76! 

Boston  Tea  Party 

Story  of  Patriot’s  Day 

Daughters  of  the  Revolution! 

Grandfather’s  Chair* 

Fifty  Famous  Stories  Retold 

Old  Stories  of  the  East 


Grade. 

Price. 

6-8 

$ 50 

6-8 

50 

8-12 

1 00 

7-9 

44 

6-8 

40 

8-10 

37 

10-12 

1 18 

10-12 

1 15 

6-8 

1 00 

8-12 

1 16 

7-11 

1 00 

10-12 

50 

10-12 

50 

10-12 

50 

10-12 

50 

10-12 

1 25 

8-12 

1 17 

6-8 

80 

6-8 

80 

10-12 

1 16 

8-12 

37 

8-12 

37 

8-12 

37 

5-8 

1 15 

6-8 

1 15 

6-8 

1 15 

6-8 

1 15 

6-8 

1 15 

6-8 

1 15 

6-8 

50 

5-7 

ea.  10 

6-8 

60 

6-8 

60 

5-6 

50 

5-6 

50 

5-6 

50 

3-4 

50 

3-4 

60 

3-4 

50 

5-6 

50 

7-8 

60 

7-8 

60 

7-8 

75 

7-8 

60 

3-4 

40 

3-4 

40 

1-2 

40 

1-2 

40 

5-7 

60 

8-10 

84 

5-7 

74 

5-7 

74 

6-8 

ea.  60 

6-7 

ea.  60 

6-8 

80 

6-10 

50 

3-5 

50 

5-8 

37 

5-7 

30 

8-12 

88 

6-8 

30 

6-8 

40 

6-8 

1 20 

4-8 

50 

2-3 

35 

3-4 

45 

Nos.  218  and  228  are  from  the  “Story  of  the  Nations.”  including  over  forty  books,  each  of 
which  is  an  original  work  written  by  an  acknowledged  authority  on  the  special  subject.  Send 
to  Putnam  Sons  for  catalog. 

Or  to  I/yon,  Kyrner  & Palmer  Co.,  Grand  Rapids. 


152 


STATE  MANUAL  AND  COURSE  OF  STUDY 


No. 


274 

275 

276 

277 

278 

279 

280 
281 
282 

283 

284 

285 

286 
287 


288 

289 

290 

291 

292 

293 

294 

295 

296 

297 

298 

299 

300 

301 

302 

303 

304 

305 

306 

307 

308 

309 

310 

311 

312 

313 

314 

315 

316 

317 

318 

319 

320 

321 

322 

323 

324 

325 


326 

327 

328 

329 

330 

331 

332 

333 

334 


335 

336 

337 

338 

339 

340 

341 

342 


Library  List — Continued. 


Pub.  Co. 


Author. 


Title. 


A.  B.  Co, 


Eggleston 
Guerber. . 

Clarke  .... 
Jokonnot. 


Harris 

Stockton . 
Musick ... 


Stories  of  Great  Americans  for  Little  Americans.. . 

“ “ American  Life  and  Adventure 

Story  of  the  Greeks 

“ “ “ Romans 

“ “ “ Chosen  People 

The  Story  of  Troy 

Stories  of  Heroic  Deeds 

“ “ Our  Country 

“ “ Other  Lands. 

“ “ the  Olden  Time 

Grandfather’s  Stories 

Stories  of  Georgia 

“ “ New  Jersey 

“ “ Missouri 


A.  L.  B 

G.  & Co..!”..’ 

H.  T.  C.  Co’.”! 

P.  Sons 

R.  Bros 

A.  & Co 

44  44 

E.  & L.. !!!!!! 

44  4 4 

l.  & s. ’!!!!!! 

D.,  H.  & Co.. 

Penn  Co 

H.,  M.  & Co!! 
D.,  H.  & Co.. 

H.  T.  C.  & Co 


H.,  M.  & Co. 


H.  T.  C.  & Co. 
H.,  M.  & Co.. 


S.  Sons. 


Otis 

Henty. . . 
Dickens 
Lytton  . . 

Brooks... 


Church 

Hale 

Butterworth. 


Seawell 


Stoddard. 
Coffin 


Tomlinson.. 

Hawthorne. 

Cooper 

Otis 

Graydon 

Cooper 


Bruce  — 
Brayman 
Scott 


Stowe 


Baylor 

Larcom 

Perry 

Eggleston . 


H.  & Bros...- 

Wallace 

A.  & Co 

Parker 

A.  B.  Co 

Carpenter — 

S.,  B.  & Co... 

Heilprin 

A.  & Co 

Hutchinson .. 

L.  & S 

Sparhawk 

Leighton 

H.  T.  C.  & Co. 

Ballantyne. . . 

E.  P.  Co 

Baker 

Pratt 

Cr.  & Co 

Dinkp.ns 

H.,  M.  & Co.. 

Andersen 

46  44 

Dana 

44  44 

Bacon 

44  44 

Higginson 

S.  Sons 

Drummond  . . 

A.  & Co 

Souvestre  — 

P.  Sons 

Taylor 

HISTORIC  FICTION. 

With  Washington  at  Monmouth 

St.  George  for  England 

Tale  of  Two  Citiesf 

Last  Days  of  Pompeiit 

“ “ “ “ (Alta  edition)! . 

Historic  Girlst 

Historic  Boyst 

A Young  Macedonian! 

The  Man  Without  a Country! 

In  the  Boyhood  of  Lincoln! 

The  Patriot  Schoolmaster!. 

Little  Jarvis! 

Paul  Jones 

Decatur  and  Somers 

Little  Smoke! 

Winning  His  Way+ 

Following  the  Flag! 

Guarding  the  Border 

Scarlet  Letter  (Alpine  edition) 

The  Pathfinder  (Alpine  edition; 

At  the  Siege  of  Quebec * 

In  the  Days  of  Washington 

Last  of  The  Mohicans*! 

“ “ “ “ (Alpine  edition) 

Deerslayer  (Alpine  edition)! 

“ (Alta  edition) 

Romance  of  The  Revolution  (Alta  edition) 

Thrilling  Adventures  (Alta  edition) 

Ivanhoe  (Alto  edition) ;.j 

“ (R.S.L.) 

Uncle  Tom’s  Cabin* 

“ “ “ (Alta  edition) 

Juan  and  Juanita! 

New  England  Girlhood  (outlined  for  memory) 

Three  Little  Daughters  of  The  Revolution! 

Hoosier  School  Boy! 

Ben  Hurl 

The  Seats  of  The  Mighty! 

GEOGRAPHY  AND  TRAVEL. 

Geographical  Reader  (Asia) 

The  "Earth  and  Its  Story! 

Autobiography  of  the  Earth! 

Miss  West’s  Class  in  Geography 

Life  at  Puget  Sound 

Shifting  Winds  (Alta  edition)! 

Northern  Lights  By  Swedish  and  Finnish  Authors. 

Here  and  There— Geography  for  Young  Folks 

People  and  Places  (5  vols.) 

(Stories  of  Australia,  India,  China,  Northern 
Europe,  England.) 

-r>.  a.  ( (Astor  edition) 

Pictures  of  Italj  ^ (Standard  edition) 

Pictures  of  Travel 

Two  Years  Before  the  Mast*! 

A Japanese  Interior  (R.  S.  L.)t 

Java,  The  Pearl  of  the  East 

Tropical  Africa! 

An  Attic  Philosopher  in  Paris 

Boys  of  Other  Countries 


Grade. 

Price. 

2-3 

$ 40 

3-5 

50 

5-7 

60 

5-7 

60 

5-7 

60 

5-7 

60 

2-3 

30 

3-4 

40 

7-9 

40 

4-5 

54 

1-2 

27 

5-7 

60 

5-7 

60 

5-7 

60 

6-8 

62 

8-10 

62 

8-12 

75' 

8-10 

62 

8-10 

37 

6-8 

1 15 

6-8 

1 15 

6-8 

1 15 

8-12 

92 

6-10 

1 25 

6-10 

1 25 

7-9 

84 

7-9 

84 

7-9 

84 

5-7 

1 25 

7-8 

68 

7-8 

68 

7-8 

1 00 

8-12 

25 

8-12 

25 

8-10 

90 

8-10 

90 

8-10 

60 

8-10 

25 

8-10 

25 

8-10 

37 

8-10 

37 

8-10 

37 

8-10 

37 

8-10 

70 

0-8 

60 

6-8 

37 

6-9 

1 20 

5-8 

60 

7-10 

80 

7-11 

1 00 

9-12 

1 20 

10-12 

1 25 

5-6 

60 

10-12 

1 00 

9-10 

1 25 

2-4 

30 

6-8 

1 00 

5-8 

27 

8-12 

27 

2-3 

40 

4-5 

ea.  60 

8-12 

50 

8-12 

80 

8-12 

80 

7-8 

60 

8-10 

60 

6-7 

60 

8-12 

1 00 

10-12 

50 

5-7 

96 

APPENDIX 


153 


No. 


343 

344 


345 

346 

347 

348 

349 

350 

351 

352 


353 

354 

355 

356 

357 

358 

359 

360 

361 

362 

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365 

366 


367 

368 

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385 

386 

387 

388 

389 

390 

391 

392 

393 

394 

395 

396 

397 

398 

399 

400 

401 

402 

403 
401 
405 


Library  List — Continued. 


Pub.  Co. 

Author. 

Tfl.yl  or 

E.  & L 

Butterworth.. 

M.  Co 

Carroll 

C.  P.  Co 

Schwatka 

T,  f!n 

( Humphrey  ) 

( & Chapin  ) 

G.  & Co. 

Andrews 

<t  u 

Frye’s 

a 44 

Ballou 

Macm.  Co  — 

Yonge 

E.  P.  Co 

Giberne 

44  44 

44  44 

Chase 

44  44 

U U 

Pra.tt 

4 4 4 4 

44  44 

44 

4 4 4 4 

Kelly 

44  44 

44  44 

44 

44  44 

44 

44  44 

44  44 

D’Anviers  . . . 

A.  B.  Co 

Gray 

“ “ 

Hooker 

Kelly 

“ “ 

Dana 

“ “ 

Treat 

“ “ 

Monteith 

“ ;;•••••• 

Johonnot 

(<  u 

«(  li 

((  <( 

44 

44 

i..  b.  & Co  1 ! ! 

Lockwood 

S.,  B.  & Co'.'.'. 

Brown 

“ “ 

Lovejoy 

Macm.  & Co.. 

Gaye 

“ “ ” 

Wright-Coues 

M.  Co 

Kingsley 

H.,  M.  & Co.. 

Thoreau 

44  44 ;;;; 

Greene 

u u ... . 

Merriam 

u “ . . . . 

Miller 

u . 

Scudder 

“ u . . . 

Bamford 

44  4. 

Burroughs... . 

G.  & Co 

Burt 

“ “ 

Hale 

44  44 

Morley 

44  44 

Strong 

Andrews 

“ U 

Bergen 

Cr.  & Co 

Cooper 

Title. 


Views  Afoot  5 (I]lustrate<l  edition)! 

views  Afoot ^ (library  edition) 

Zigzag  Journeys  (finely  illustrated)t 

Around  the  World,  In  India, 

In  the  Antipodes,  In  the  Levant, 

In  Classic  Lands,  In  the  Occident, 

In  Northern  Lands,  In  Australia, 

In  the  British  Isles,  In  Acadia, 

In  Europe,  On  the  Mississippi, 

In  the  Mediterranean,  In  the  Sunny  South, 
In  the  White  City. 

Around  The  World 

Children  of  the  Cold 

Little  Folks  of  Other  Lands 


Seven  Little  Sisters 

Each  and  All 

Brooks  and  Brook  Basins 

Footprints  of  Travel 

Little  Lucy’s  Wonderful  Globe, 


SCIENCE  AND  NATURE  STUDY. 


Ocean  of  Air 

A Year  with  the  Birds 

A Year  Among  the  Trees 

Stories  from  Animal  Land 

Nature  Stories  for  Youngest  Readers 

Fairyland  of  Flowers 

Little  Flower  Folks  (2  vols.) 

Storyland  of  Stars 

Introduction  to  Leaves  from  Nature 

Leaves  from  Nature’s  Story  Book,  Vol.  I 

“ “ “ “ “ Vol.  II 

“ “ “ “ “ Vol.  Ill 

Stories  from  Garden  and  Field 

Science  Ladders  (3  vols.) 

( 1.  Forms  of  Land  and  Water. 

< 2.  Vegetable  Life.  ' 

( 3.  Lowest  Forms  of  Water  Animals. 

How  Plants  Behave 

Child’s  Books  of  Nature  (Part  1) 

“ “ “ “ (3  vols.  in  one) 

Short  Stories  of  Our  Shy  Neighbors 

Plants  and  Their  Children. 

Home  Studies  in  Nature 

Living  Creatures  of  Water,  Land,  and  Air 

Familiar  Animals  and  Their  Wild  Kindred 

Cats  and  Dogs 

Friends  in  Feathers  and  Fur 

Neighbors  with  Wings  and  Fins 

Some  Curious  Flyers,  Creepers,  and  Swimmers 

Some  Neighbors  with  Claws  and  Hoofs,  etc 

Glimpses  of  the  Animate  World 

Animal  Memoirs  (Part  1 — Mammals)! 

“ “ (Part  2— Birds)! 

The  Plant  Baby  and  its  Friends 

Nature  inverse 

The  Great  World’s  Farm 

Tommy-Anne  and  the  Three  Hearts 

Citizen  Bird 

Madam  How  and  Lady  Why 

Nature’s  Byways 

Succession  of  Trees 

Walden,  or  Life  in  the  Woods 

Coal  and  Coal  Mines 

Birds  Through  an  Opera  Glass 

Bird-ways  (R.  S.  L) 

Frail  Children  of  the  Air 

Up  and  Down  the  Brooks 

Birds,  Bees,  and  Sharp  Eyes* 

Wake- Robin  f 

Little  Nature  Studies  (Vols.  I.  & II.) 

Little  Flower  People 

Seed  Babies 

All  the  Year  Round  (3  Vols.) 

Stories  Mother  Nature  Told 

Glimpses  at  the  Plant  World 

Short  Stories  in  Botany 


Grade. 

Price. 

7-11 

$1  82 

7-11 

1 14 

5-7 

ea. 1 20 

1-2 

30 

3-5 

70 

3-5 

44 

4-6 

50 

4-6 

50 

4-6 

58 

7-10 

70 

2-4 

50 

6-10 

1 50 

6-8 

1 00 

6-8 

1 00 

5-6 

75 

1-2 

35 

5-7 

1 00 

4-5 

ea.  40 

5-6 

50 

2-3 

40 

3-4 

60 

4-5 

60 

5-6 

60 

2-3 

40 

3-4 

ea.  40 

5-6 

54 

4-5 

44 

4-7 

1 00 

4-5 

50 

5-7 

65 

6-8 

90 

4-5 

50 

3-4 

50 

1-2 

17 

2-4 

30 

4-5 

40 

4-6 

40 

5-6 

54 

8-12 

1 00 

4-6 

60 

4-6 

60 

2-3 

48 

4-8 

72 

10-12 

1 50 

6-8 

1 50 

6-8 

1 50 

5-7 

50 

1-2 

35 

6-8 

50 

8-12 

1 00 

6-8 

60 

6-8 

60 

6-8 

60 

8-10 

60 

6-8 

60 

6-8 

40 

10-12 

1 00 

1-2 

ea.  25 

5-7 

40 

4-6 

25 

2-4 

ea.  30 

3-5 

50 

5-7 

50 

4-7 

80 

20 


154 


STATE  MANUAL  AND  COURSE  OF  STUDY 


Library  List — Concluded. 


No. 

Pub.  Co. 

Author. 

Title. 

Grade. 

Price. 

406 

P.  Sons 

Ballard 

2-4 

$1  50 

407 

McC.  & Co... 

5-7 

1 00 

408 

8-10 

1 00 

409 

<<  it 

8-12 

80 

410 

H.  & Bros.... 

Herrick 

The  Earth  in  Past  Ages  "(Geology  for  Young 

People) 

8-10 

60 

411 

10-12 

30 

412 

((  it 

10-12 

30 

413 

u a 

10-12 

30 

414 

u u 

Buckley 

T.ife  a.rirl  Her  Children 

7-8 

1 25 

415 

it  a 

Beard 

Curious  Homes  a.nd  Their  Tenants 

6-8 

59 

416 

a a 

Baskett 

Story  of  Birds 

8-12 

59 

417 

a a 

Bayliss 

In  Brook  and  Bayou 

5-7 

54 

418 

& COt  1 1 » ♦ t - 

MeConk 

Old  Farm  Fairies 

6-8 

1 12 

419 

(( 

Tenants  of  an  Old  Farm 

6-8 

1 12 

MISCELLANEOUS. 

420 

P.  Sons 

Phyfe 

7,000  Words  Mispronouneed 

77 

421 

H.,  M.  & Co. . 

Chester 

Girls  and  Women  (ethical) 

60 

422 

Black  

Photography — Indoors  and  Out  

60 

423 

u u a 

American  Authors  and  their  Birthdays  (paper) 

15 

424 

W.  A.  Co 

Allen 

Marvels  of  our  Bodily  Dwelling 

1 10 

425 

McC.  & Co... 

Kirkland 

Speech  and  Manners  for  Home  and  School 

60 

426 

A.  & Co 

Austin 

Uncle  Sam’s  Secrets 

65 

427 

Pftnn  Cn 

Morton 

Letter  Writing 

40 

428 

Pitteno-er 

The  Debater’s  Treasury 

40 

429 

u u 

Bechtel 

Practical  Synonyms 

40 

430 

A B Co 

Carpenter — 

C-eographieal  Reader — North  Ameriea 

431 

“ “ — fiouth  Ameriea 

432 

D.  A.  Co 

.Tames 

Practical  Agriculture 

433 

McGr.  Co 

Griswold 

Personal  Sketches  of  Recent  Authors 

434 

S. Sons 

Gnrdy 

American  Leaders  and  Heroes 

APPENDIX 


155 


FOR  TEACHER’S  LIBRARY. 


The  following  list  contains  some  helpful  books  along  various  lines  of  work: 


No. 

Pub.  Co. 

Author. 

Title. 

Price. 

PSYCHOLOGY  AND  PEDAGOGY. 

1 

C.  W.  B 

$1  00 

2 

1 20 

3 

44  44 

80 

4 

a a 

1 20 

5 

u 44 

40 

6 

u u 

40 

7 

<<  u 

25 

8 

A.  & Co 

1 25 

9 

1 25 

10 

U 44 

84 

11 

E.  P.  Co 

McLellan 

Applied  Psychology 

1 25 

12 

A.  B.  Co 

1 00 

13 

Psychology  and  Psychic  Culture 

1 00 

14 

44  44 

White 

1 00 

15 

u u 

1 00 

16 

4 4 44 

60 

17 

s.  & Co 

Scott 

1 25 

18 

1 25 

19 

4 4 44 

1 50 

20 

Physical  Nature  of  the  Child 

87 

21 

E.  L.  K.  Co... 

Allen 

35 

LITERATURE. 

22 

44  4 4 

Foundation  Studies  in  Literature 

1 25 

23 

44  44 

1 00 

24 

44  44 

75 

25 

44  44 

Key  to  New  Method  for  Study  of  English  Literature 

45 

26 

4 4 44 

Anderson  — 

Sixty  Composition  Topics 

36 

27 

44  44 

Pattee 

History  of  American  Literature 

1 25 

28 

A.  B.  Co 

Brander 

Matthews’  Introduction  to  American  Literature 

1 00 

GEOGRAPHY. 

29 

A.  & Co 

Parker  

How  to  Study  Geography 

1 25 

30 

E.  P.  Co 

Ba.ker 

Geography  for  Young  Folks 

30 

31 

44  44 

Carypr 

How  to  Tea.eh  Geography 

15 

32 

Macm.  Co. . . . 

Geikie 

The  Teaching  of  Geography 

60 

33 

A.  B.  Co 

Tifmp- 

Home  Geography 

25 

34 

H.  & Co 

"Red  way 

Manual  of  Geograph v 

45 

35 

44  44 

Trotter  

Lessons  from  the  New  Geography 

67 

36 

P.  S.  P.  Co 

McMurry 

Special  Method  in  Geography 

40 

37 

G.  & Co 

Frye 

Child  and  Nature 

80 

38 

L.  & S 

King 

Methods  and  Aids  in  Geography 

1 20 

39 

L.,  S.  & S 

Tilden  

Commercial  Geography 

1 25 

40 

S.,  B.  & Co... 

MacCoun 

Historical  Geography  of  the  United  States 

90 

41 

M.  Bros 

MacLeod 

Talks  about  Common  Things 

25 

HISTORY. 

42 

A.  & Co 

Eggleston  — 

History  of  United  States  (illustrated) 

2 50 

43 

Beginners  of  a Nation 

1 25 

44 

44  k 4 

Hinsdale 

How  to  Teach  and  Study  History 

1 25 

45 

L.  G.  & Co.... 

Thwa.ite 

The  Colonies 

1 00 

46 

Hart 

Formation  of  the  Union 

1 00 

47 

“ “ 

Wilson 

Division  and  Reunion 

1 00 

(The  three  preceding  cover  the  entire  period  of  U.  S. 

48 

L.  & S 

Gordy  & 

history.) 

Twitchell . . 

Pathfinder  in  American  History 

1 20 

49 

A.  B.  Co 

Whitp. 

Outline  Studies  in  IT.  S.  Historv 

30 

50 

Fishor 

General  Historv 

1 50 

51 

H.  & Bros.... 

Smith 

The  Student’s  Series  ('a  verage  priee'i 

1 25 

(Rome,  Greece,  Continental  Europe,  England,  etc.) 

52 

H.  M.  & Co... 

Morse 

The  Statesman  Series 

ea.  1 00 

(Select  names  from  epochs— Hamilton,  Morse,  Clay, 

Calhoun,  Webster,  Adams,  etc.) 

CIVICS. 

53 

Macm.  Co 

Bryce 

The  American  Commonwealth 

1 60 

54 

Davenport 

Elementary  Economics 

70 

CALISTHENICS. 

55 

S.,  B.  & Co.... 

Enebuske 

Progressive  Gymnastics  Days’  Orders  (Ling  System  of 

Swedish  Gymnastics) 

75 

56 

E.  P.  Co 

Nissen 

Swedish  System  of  Gymna.sties 

75 

156 


STATE  MANUAL  AND  COURSE  OF  STUDY 


For  Teacher’s  Library. — Concluded. 

H.  R.  Pattengill  publishes  a little  series  of  twenty-five  cent  books  that  are  very 
helpful  to  teachers: — 


No. 


57 

58 

59 

60 
61 
62 

63 

64 

65 


Publishing  Co. 

Author. 

Cox 

Hewitt 

Hammond . . 

Ford 

Putnam 

Pattengill 

u 

Title. 


Primer  of  Michigan  History. 

Civil  Government  of  Michigan. 

Civil  Government  of  the  United  States. 
Michigan  School  Law. 

Manual  of  Punctuation. 

Primer  of  Pedagogy. 

“Old  Glory”  Speaker  (compiled). 

Memory  Gems  (compiled  revised  edition). 
School  Knapsack. 


For  above  list  address  D.  A.  Wright,  Lansing,  Mich. 
Or  Lyon,  Kymer  & Palmer  Co.,  Grand  Rapids,  Mich. 


APPENDIX 


157 


SUGGESTIVE  LIST  FOR  MUSIC  AND  DRAWING. 

MUSIC. 


From  the  following  list  an  ungraded  school  should  be  able  to  select  material  for 
both  singing  and  note  reading:  — 


Publishing  Co. 

Author. 

Title. 

Price. 

MUSIC. 

B Co. . 

Smith 

Songs  for  Little  Children 

$1  00 

Hailmann 

Songs,  Games,  and  Rhymes* 

1 50 

S B & Co. . 

Child  Life  in  Song 

60 

ii  ii 

Glover  & Harris. 

Sunshine  Melodies 

36 

U a 

Tufts 

Common  School  Course  (ungraded) 

48 

ii  u 

ii 

Common  School  Course  (complete) 

60 

H.  M.  & Co 

Lawrence 

Riverside  Song  Book 

40 

H.  & Co 

Whiting 

Young  People’s  Song  Book 

28 

G.  & Co 

Tilden 

Common  School  Song  Reader 

36 

S.,  B.  & Co 

Johnson 

Songs  of  the  Nation ; . . . 

60 

A B Co . . . 

Bfit/ 

Gems  of  School  Songs 

70 

DRAWING. 


The  list  given  below  offers  quite  a wide  choice  both  for  teacher’s  aid  and  pupils’ 
use.  We  suggest  correspondence  with  publishers  for  circulars  regarding  prices  and 
phase  of  work  covered  by  each,  so  that  teachers  may  make  an  intelligent  selection  for 
the  especial  need  of  their  schools. 


Publishing  Co. 


Author. 


Title. 


P.  E.  Co. 

ii  u 
U (I 


Hicks  & Locke Elementary  Course  in  Art  Education. 

Clarke,  Hicks  & Locke — Complete  Course  in  Form  Study  and  Drawing. 
“ “ Shorter  “ “ “ “ “ “ 


S.,  B.  & Co 

G.  & Co 

H.  & Co 

U ii 


White 

Shaylor.. . . 

Cross 

Thompson 


E.  P.  Co. 


Augsburg 


New  Course  in  Art  Instruction. 
Normal  Course  in  Drawing. 

National  Drawing  Course. 

Manual  Training  Course  (I.  and  II.). 
Shorter  Course. 

Esthetic  Course. 

Mechanical  Course. 

Elementary  Drawing  Simplified. 


FORM  STUDY. 


P.  E.  Co. 
E.$  P.  Co. 


Prang  — 
Augsburg 
Gilmore. . 
Schwartz. 
Cutler 


Form  Study  Manuals  (I.  and  II.). 

Drawing  Simplified. 

Lessons  in  Industrial  Drawing. 

Sloyd,  or  Educational  Manual  Training. 

Primary  Manual  Training.  (Method  in  form  study, 
color  work,  etc.) 


P.  E.  Co Prang 

G.  & Co Cross. 

B.  Co 


Maycock, 


COLOR. 

Suggestions  for  Instruction  in  Color. 
Color  Study. 

Color  in  the  School  Room. 
Elementary  Color. 

A Class  Book  of  Color. 


G.  & Co. 


Cross 


P.  E.  Co. 


Rouillion 


MISCELLANEOUS. 

Free  Hand  Drawing. 

Mechanical  Drawing. 

Light  and  Shade. 

Historic  Ornament  and  Design. 

A Course  in  Mechanical  Drawing. 


158 


STATE  MANUAL  AND  COURSE  OF  STUDY 


READING  TABLE. 

That  school  is  fortunate  which  is  able  to  supplement  its  other  equipments  with  a 
well  stocked  reading  table,  and  for  such  use  we  would  especially  commend  the  fol- 


lowing:— 

“The  Week’s  Current”  (weekly — 40  Nos.) $1  00 

Pub.— E.  O.  Vaile,  Oak  Park,  111. 

“Timely  Topics”  (weekly — 40  Nos.) 1 00 

Pub. — H.  R.  Pattengill,  Lansing,  Mich. 

“The  Youth’s  Companion”  (weekly) 1 75 

Pub. — Perry  Mason  & Co.,  Boston,  Mass. 

“The  Pathfinder”  (weekly) 1 00 

Pathfinder  Publishing  Co.,  Washington,  D.  C. 

Little  Journey  Series  (monthly) 1 00 

Pub. — G.  P.  Putnam’s  Sons,  N.  Y. 

(The  series  of  1898  comprises  journeys  to  the  homes  of  American  statesmen.) 

“The  Great  Round  World”  (weekly) 1 50 

Great  Round  World  Pub.  Co.,  New  York  City. 

Review  of  Reviews,  13  Astor  Place,  N.  Y. 

Literary  Digest. 


(This  bright  little  periodical  began  its  existence  February,  1897,  and  the  30  numbers  of  Vol. 
I.  bound  in  linen  as  Part  I.  and  II.  comprise  a fine  resume  of  recent  history  and  make  a 
good  addition  to  any  library.  Price,  90  cents  each.) 


Reading  Circle. 


INDEX 


Appendix 

Arithmetic: — 

Fourth  Grade 

Fifth  Grade 

Sixth  Grade 

Seventh  Grade 

Eighth  and  Ninth  Grades 

Book-keeping: — 

Seventh  Grade 

Eighth  and  Ninth  Grades 

Busy  Work 

Calisthenics 

Civics,  Elementary: — 

Seventh  Grade 

Civil  Government: — 

Seventh  Grade 

Eighth  and  Ninth  Grades 

Classification  Hints 

Committee  of  Fifteen,  Gleanings . . . 

Course  of  Study,  Higher 

Course  of  Study,  Outline 

Course  of  Study,  Plan  of 

Drawing: — 

Second  Grade 

Third  Grade 

Fourth  Grade 

Fifth  Grade 

Sixth  Grade 

Seventh  Grade 

Drawing,  Suggestive  List 

Exercises,  Opening 

Facts,  General  Interest 

Flag,  St.  Nicholas 

Geography: — 

Second  Grade 

Third  Grade 

Fourth  Grade 

Fifth  Grade 

Sixth  Grade 

Seventh  Grade 

Geography,  Commercial: — 

Sixth  Grade 

Grammar: — 

Seventh  Grade 

Eighth  and  Ninth  Grades 

History,  Mich 


History,  U.  S:— 

Seventh  Grade 78 

Eighth  and  Ninth  Grades 86 

Hygiene: — 

Fourth  Grade 51 

Fifth  Grade 60 

Sixth  Grade 66 

Seventh  Grade 72 

Introduction 7 

Language: — 

First  Grade 22 

Second  Grade 27 

Third  Grade 38 

Fourth  Grade 47 

Fifth  Grade 57 

Sixth  Grade 63 

Library,  District 145 

Library  List,  School 148 

Library  List,  Teachers’ 155 

Memory  Gems 137 

Methods 7 

Morals  and  Manners 132 

Music,  Suggestive  List 157 

Nature  Study: — 

Second  Grade 34 

Third  Grade 45 

Sixth  Grade 66 

Nature  Study,  Suggestive  Order  of.  10 
Nature  Study  and  Science: — 

Fourth  Grade 53 

Fifth  Grade 5^ 

Numbers: — 

First  Grade 23 

Second  Grade 28 

Third  Grade 40 

Orthography: — 

Eighth  and  Ninth  Grades 85 

Outline,  Reference 95 

Penmanship: — 

Fifth  Grade 60 

Sixth  Grade 62 

Seventh  Grade .. . . 72 

Eighth  and  Ninth  Grades 85 

Pestalozzi,  Principles  of 9 

Physiology:— 

Second  Grade 26 


121 

47 

56,  58 

63 

n 

86 

76 

97 

. 132 

. 134 

81 

82 

85 

. 16 

, 108 

107 

13 

8 

. 65 

45 

. 53 

60 

66 

. 82 

. 157 

. 136 

. 136 

2 

33 

44 

52 

59 

65 

77 

69 

. 72 

. 85 

. 121 


160 


STATE  MANUAL  AND  COURSE  OF  STUDY 


Phy  siology — Continued. 

Third  Grade 

Fourth  Grade 

Fifth  Grade 

Sixth  Grade 

Seventh  Grade 

Physiology,  Suggestive  Oral  Lessons 

Preface 

Program,  The  Daily 

Program,  Study  and  Recitation 

Publishers,  Address  of 

Reading: — 

First  Grade 

Second  Grade 

Third  Grade 

Fourth  Grade 

Fifth  Grade 

Sixth  Grade 

Seventh  Grade 


Reading — Continued. 

Eighth  and  Ninth  Grades 85 

Reading,  Supplementary 146 

Reading  Table 158 

Spelling: — 

First  Grade 20 

Second  Grade 27 

Third  Grade 38 

Fourth  Grade 47 

Fifth  Grade 57 

Sixth  Grade 62 

Seventh  Grade 72 

Star  Spangled  Banner,  The 3 

Writing: — 

First  Grade 22 

Second  Grade 27 

Third  Grade 38 

Fourth  Grade 47 


43 

51 

60 

66 

72 

109 

5 

14 

15 

147 

17 

26 

37 

46 

56 

62 

72 


S . V 


* 


- 


! 


UNIVERSITY  OF  ILLINOIS-URBAN  A 
375  M58M2  C001 

State  manual  and  course  of  study  for  the 


